ACLKOU150

Understand that languages change over time and influence each other through contact and cultural exchanges[Key concepts: language change, influence; Key processes: observing, identifying, discussing]

Elaborations ScOT Terms

ACLKOU150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU166

Identify and use appropriate terms and expressions, such as honorific and qualifying words and counters for specific purposes and contexts[Key concepts: honorification, time, descriptive/action verbs, context; Key processes: predicting, applying, relating] …

Elaborations ScOT Terms

ACLKOU166 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC011

Reflect on own identity, including identity as a user and learner of Korean, comparing observations made about experiences over time[Key concepts: self, profile, identity; Key processes: noticing, comparing, discussing]

Elaborations ScOT Terms

ACLKOC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLMGU117

Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants[Key concepts: register, relationships; Key processes: selecting, noticing]

Elaborations ScOT Terms

ACLMGU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPU123

Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day[Key concepts: language as social practice, context; Key processes: noticing, comparing]

Elaborations ScOT Terms

ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUU118

Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language[Key concepts: change, social media, history, culture; Key processes: tracking, reflecting, discussing]

Elaborations ScOT Terms

ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC127

Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal[Key concepts: time, home, neighbourhood; Key processes: presenting, selecting]

Elaborations ScOT Terms

ACLVIC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU138

Recognise that languages change over time and influence one another[Key concepts: loan words, dynamic systems, language variation; Key processes: observing, identifying]

Elaborations ScOT Terms

ACLVIU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU016

Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures[Key concepts: dynamism, influence; Key processes: comparing, analysing]

Elaborations ScOT Terms

ACLVIU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLASFC133

exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger

Elaboration (1) | ACLASFC133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU178

creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time

Elaboration (1) | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU210

beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages

Elaboration (3) | ACLASFU210 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (17) ACLASFU215

explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence

Elaboration (17) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU232

explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case

Elaboration (3) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU246

beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages

Elaboration (5) | ACLASFU246 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (10) ACLASFU248

realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements

Elaboration (10) | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHC036

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning

Elaboration (2) | ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC084

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning

Elaboration (3) | ACLCHC084 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC120

sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time

Elaboration | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC202

improving language choices across cultures, such as when meeting people for the first time (for example, when being introduced to a parent’s friend);

Elaboration (4) | ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum