Elaboration (1) ACLSPU126
noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; …
Elaboration (1) | ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU160
discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
Elaboration (1) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC011
preparing a class profile for online exchange with Spanish-speaking students, selecting resources such as photos, captions or symbols to capture the diversity of cultural backgrounds, languages, interests and values represented in the class, and reflecting …
Elaboration (1) | ACLSPC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU018
noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro …
Elaboration (4) | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLTUC008
translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, …
Elaboration | ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC011
sharing information about their family background, such as their country or region of origin, languages spoken at home and connections with extended family overseas, for example, Ben Avustralyalıyım/Türküm. Türkçe konuşurum. Ailem İstanbul’dan geldi
Elaboration | ACLTUC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC042
identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, …
Elaboration (2) | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC069
comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections, for example, Türkçe öğretmeni olmak istiyorum. Doktor olunca Türkçe konuşmak çok yararlı …
Elaboration (4) | ACLTUC069 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC072
comparing advertisements for the same product in different languages, such as Türkiye ve Avustralya’daki cep telefonları, Yiyecek ve içecek ya da yemek reklamları arasındaki fark, discussing why particular language or images have been selected and distinguishing …
Elaboration (3) | ACLTUC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (6) ACLTUC086
describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, …
Elaboration (6) | ACLTUC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU101
identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
Elaboration (5) | ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU102
drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim …
Elaboration (3) | ACLTUU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC166
reflecting on and explaining which words, expressions or gestures should or should not be incorporated when interacting with Vietnamese speakers or speakers of other languages, for example, using expressions of praise or admiration, beckoning downwards …
Elaboration (2) | ACLVIC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIC181
experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation …
Elaboration (4) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Years 5 and 6 Hindi
The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …
Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 7 and 8 Vietnamese
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Hindi Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Hindi Years 7 and 8
By the end of Year 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Korean Years 3 and 4
By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum