Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 4619 result(s)
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ACLASFC207

Create glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: bilingualism, interpretation; Key processes: recording, creating, captioning]

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFC207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC024

Find English equivalents of common expressions in Chinese and vice versa[Key concept: equivalence; Key processes: translating, explaining]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC200

Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

literacy critical-creative personal-social Elaborations ScOT Terms

ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC233

Identify challenges in and techniques for mediating between Chinese and English[Key concepts: equivalence, paralinguistic cues; Key processes: responding, translating, mediating]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLINC026

Produce texts such as descriptions and signs in both Indonesian and English for the school community[Key concepts: similarity, difference; Key processes: describing, captioning]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLINC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINC077

Create parallel texts in Indonesian and in English for a range of purposes and audiences, for the wider community[Key concept: bilinguality; Key processes: adjusting, interpreting, reflecting]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLINC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLSPU124

Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (9) ACLASFU053

recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language

Elaboration (9) | ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (10) ACLASFU179

recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language

Elaboration (10) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLFWU022

recognising that language speakers are the most important primary source of language knowledge

Elaboration (2) | ACLFWU022 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (12) ACLFWU036

transcribing elements of spoken language using their knowledge of the language and its writing system

Elaboration (12) | ACLFWU036 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWU060

investigating the use of sign language in their community and its relation to spoken language

Elaboration (2) | ACLFWU060 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU163

paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language

Elaboration (4) | ACLFWU163 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU172

discussing potential limits and constraints of school language programs in relation to building language

Elaboration (3) | ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (6) ACLFWC175

promoting Reconciliation in community by showcasing local language learning and language revival activities

Elaboration (6) | ACLFWC175 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU191

investigating the social, cultural and linguistic effects of language change and/or language loss in the region

Elaboration | ACLFWU191 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU195

identifying and discussing the main areas of the language that could be served by language building

Elaboration | ACLFWU195 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWU087

recognising that language speakers are the most important primary source of language knowledge

Elaboration (2) | ACLFWU087 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU099

paying attention to consistency in target language spelling with reference to the sound system of the language

Elaboration (3) | ACLFWU099 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

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