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Elaboration (2) ACLCHU016

participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese

Elaboration (4) ACLCHC085

assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year

Elaboration (11) ACLFWC004

naming and discussing key ceremonies and social and cultural events, the times of year at which they occur and associated activities in the community

Elaboration ACLJAC182

expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。

Elaboration (13) ACLGEU149

referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.

Elaboration ACLINC077

creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

Elaboration ACLITC077

corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests

Elaboration (3) ACLJAC189

producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

Elaboration (2) ACLKOC199

creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

Elaboration (2) ACLSPC189

producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup

Using the Framework Framework for Aboriginal Languages and Torres Strait Islander Languages

The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and …

Using the Framework | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Student diversity

ACARA is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Australian students. All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum: …

Student diversity | Languages | F-10 curriculum

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and …

Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages

It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …

Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Context statement Turkish

The place of the Turkish language and culture in Australia and the world Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian …

Context statement | Turkish | Languages | F-10 curriculum

Achievement Standard Chinese Foundation to Year 2

By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …

Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来，大家听老师说. They organise and convey factual information and share experiences in formal and informal …

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …

Elaboration (2) ACLINC072

investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to …

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