Elaboration (4) ACLCHC147
representing information in a new format, for example, watching a TV cooking show then converting each step into a written recipe with essential information including ingredients and quantities, and amount of time required
Elaboration (4) | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC165
describing how emotions, attitudes or intentions of a performer, author or character are conveyed through language, and analysing how emotions (for example, happiness, sadness, homesickness) are expressed in popular songs or TV programs
Elaboration | ACLCHC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC197
obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
Elaboration (4) | ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU206
comparing the expression of ideas in diverse traditional and contemporary literary texts, for example, exploring the different ways in which the story of 孙悟空 is told in a cartoon, story or TV show
Elaboration | ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLFWU105
investigating the nature of the distribution of target language speakers across Australia, the nature and extent of target language use in Australia, the use of the target language in the media, for example, TV programs, films, IndigiTUBE
Elaboration | ACLFWU105 | 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
ACLARU118
Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another[Key concepts: place, word-borrowing; Key processes: noticing, selecting]
Elaborations ScOT Terms
ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU135
Recognise that languages change over time and influence one another[Key concepts: language change, influence, exchange; Key processes: observing, identifying, discussing]
Elaborations ScOT Terms
ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLASFU017
Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world[Key concept: language diversity; Key processes: identifying, recognising, comparing]
Elaborations ScOT Terms
ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU143
Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world[Key concepts: language diversity, difference, vitality; Key processes: identifying, exploring, recognising]
Elaborations ScOT Terms
ACLASFU143 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWC176
Interact in class activities that involve making suggestions, seeking clarification, praising or complimenting one another[Key concepts: opinion, clarification, interaction; Key processes: requesting, negotiating, expressing, comparing, deciding, exp …
Elaborations ScOT Terms
ACLFWC176 | 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
ACLFWU190
Describe and reflect on how languages change over time and influence one another[Key concepts: contact, change; Key processes: exploring, observing, reflecting]
Elaborations ScOT Terms
ACLFWU190 | 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
ACLFWC090
Participate in everyday classroom activities and routines, such as responding to questions and requests, asking permission, requesting help, praising or complimenting one another and apologising[Key concepts: routine, interaction; Key processes: responding, …
Elaborations ScOT Terms
ACLFWC090 | 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
ACLFRC080
Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another[Key concepts: culture, text, context, perspective; Key processes: comparing, analysing, critical and cultural reading]
Elaborations ScOT Terms
ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC116
Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another[Key concepts: culture, translation, interpretation, meaning; Key processes: comparing, analysing, critical and cultural …
Elaborations ScOT Terms
ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEC113
Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity[Key concepts: self, identity; Key processes: expressing, describing, noticing]
Elaborations ScOT Terms
ACLGEC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEU152
Understand why language is important and recognise that languages and cultures change over time and influence one another[Key concepts: change, borrowing, impact; Key processes: discovering, exploring, understanding]
Elaborations ScOT Terms
ACLGEU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLHIC047
Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language[Key concepts: identity, intercultural communication; Key processes: reflecting, evaluating, comparing]
Elaborations ScOT Terms
ACLHIC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLINC011
Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity[Key concept: self; Key processes: describing, noticing]
Elaborations ScOT Terms
ACLINC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLJAU143
Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region[Key concepts: language status, standard language, multilingualism; Key processes: recognising, comparing, classifying]
Elaborations ScOT Terms
ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLMGC113
Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity[Key concept: self; Key processes: describing, noticing]
Elaborations ScOT Terms
ACLMGC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum