ACLCHU076

Analyse and examine how effective authors control sentence structure and use language to engage their audience

Elaborations ScOT Terms

ACLCHU076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (5) ACLFWC110

designing posters, displays and digital presentations to draw attention to issues relevant to the target language community, such as endangered wildlife, erosion, urban development, broadband access, roads and other infrastructure

Elaboration (5) | ACLFWC110 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | 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

ACLFRU084

Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression[Key concepts: liaisons, accents, expression, style; Key processes: recognising, classifying, discriminating]

Elaborations ScOT Terms

ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLSPU174

Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system[Key concepts: pitch, stress, rhythm, intonation; Key process: noticing emphasis]

Elaborations ScOT Terms

ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | 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

Elaboration ACLITU089

developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud

Elaboration | ACLITU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLJAU176

further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles

Elaboration | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | 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 (4) ACLFWC175

designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, …

Elaboration (4) | ACLFWC175 | 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

ACLASFU122

Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs[Key concepts: topicalisation, …

Elaborations ScOT Terms

ACLASFU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU194

Understand and control additional elements of Auslan grammar, such as the use of non-manual features for negation or conditional forms, and understand how signers use constructed action and depicting signs in composite utterances[Key concepts: clause …

Elaborations ScOT Terms

ACLASFU194 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU248

Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances[Key …

Elaborations ScOT Terms

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

ACLFRU067

Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities[Key concepts: tenses, parts of speech, moods, modalities, metalanguage; Key processes: analysing, categorising, …

Elaborations ScOT Terms

ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLJAU176

Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation[Key concepts: metalanguage, verb conjugation, sentence …

Elaborations ScOT Terms

ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLSPU175

Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts[Key concepts: parts of speech, tense, mood; …

Elaborations ScOT Terms

ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | 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