Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 4619 result(s)
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ACLKOC124

Notice aspects of Korean language andculture that are ‘new’, sharing how interacting in Korean can be different to interacting in own language/s[Keyconcepts: respect, acceptance; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOC124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC144

Associate themselves with wider networks such as clubs, countries or language-speaking communities, and reflect on how being a Korean language user broadens these networks[Key concepts: membership, profile; Key processes: describing, identifying]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOC144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC162

Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture[Key concepts: etiquette, reaction, assumption; Key processes: comparing, describing, reflecting]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLKOC162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGU153

Explore the relationship between language and culture and how they are reflected in communication styles[Key concepts: language use, cultural behaviour and practices; Key processes: recognising exploring, discussing, connecting]

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLMGU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGU187

Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs[Key concepts: culture, language, meaning, values and attitudes; Key processes: discussing, reflecting, …

literacy critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLMGU187 | Content Descriptions | Years 9 and 10 | 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]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

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

ACLSPU159

Recognise that language use varies according to the contexts of situation and culture[Key concepts: levels of formality, language, identity, variation; Key processes: observing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU160

Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies[Key concepts: language contact, digital media; Key processes: observing, identifying, classifying]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU161

Recognise that the Spanish language has different forms, roles and functions in different contexts and communities[Key concepts: diversity, language origins; Key processes: mapping, comparing, discussing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU198

Understand and describe ways in which language and culture are interrelated and influence each other.[Key concepts: culture, language, meaning, interdependence; Key processes: discussing, reflecting, comparing]

literacy critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLSPU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU017

Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUU017

Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: culture, meaning, language; Key processes: noticing, identifying, explaining]

personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU032

Understand that language varies according to factors such as the age, gender and social position of speakers, and that it involves regional dialects and accents[Key concepts: variation, status, relationship, standard language; Key processes: noticing, …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIU122

Understand that the ways in which people use language reflect their cultures, and relate to where and how they live and what is important to them[Key concepts: language, culture, identity; Key processes: understanding, noticing]

literacy critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLVIU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU170

Expand understanding of how different types of texts are structured and employ particular language features to suit different audiences, contexts and purposes[Key concepts: text structure, language features; Key process: applying]

literacy information-communication critical-creative Elaborations ScOT Terms

ACLVIU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU171

Understand how language use differs between spoken and written texts, and depends on participants, relationships and the purpose and mode of delivery[Key concepts: language use, context; Key processes: understanding, explaining]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLVIU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU190

Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs[Key concepts: language, culture, reciprocity; Key processes: reflecting, discussing, analysing]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding asia-australia sustainability Elaborations ScOT Terms

ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLFRU089

examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic …

Elaboration (2) | ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLINU117

identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a …

Elaboration (1) | ACLINU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLKOU035

identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when communicating with people in authority to show respect, the use of informal language in commercials to …

Elaboration (2) | ACLKOU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

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