Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHU012

Understand that Chinese sentences have a particular word order

Elaborations ScOT Terms

ACLCHU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (7) ACLFRU013

using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire

Elaboration (7) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC020

working together in collaborative tasks such as designing a poster for a specific event, composing a menu or creating a picture book, sharing decisions about content, vocabulary and design, for example, ceci ou cela? qu’est-ce que tu préfères? là ou là? …

Elaboration (3) | ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC023

using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c’est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)

Elaboration | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC037

identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon grand-père — il est très vieux

Elaboration (3) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC092

collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère …

Elaboration | ACLFRC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC092

issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…

Elaboration (4) | ACLFRC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLCHU124

Recognise parts of speech and understand basic rules of word order in simple sentences

Elaborations ScOT Terms

ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLMGU132

Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events[Key concepts: sentence, grammar, word order; Key processes: recognising, applying, naming]

Elaborations ScOT Terms

ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLKOU126

recognising the order of strokes in writing syllable blocks

Elaboration (3) | ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLCHU092

Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features

Elaborations ScOT Terms

ACLCHU092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLFRC003

using French for everyday routines such as roll call or naming the day of the week (for example, aujourd’hui c’est lundi), opening and closing lessons (for example, singing: Bonjour, mes amis/Au revoir, mes amis), or transition activities, for example, …

Elaboration | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLARU115

Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple …

Elaborations ScOT Terms

ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLGEU132

Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts[Key concepts: word order, connections, syntax, cases; Key processes: noticing patterns, …

Elaborations ScOT Terms

ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLJAU139

Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, …

Elaborations ScOT Terms

ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLMGU115

Understand elements of grammar such as word order, verb forms and personal pronouns related to questions, commands and short sentences, and develop vocabulary to describe self, friends and family[Key concepts: grammar, sentence, word order; Key processes: …

Elaborations ScOT Terms

ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLJAU139

understanding that there is a stroke order for both kana and kanji

Elaboration (1) | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum