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Elaboration (7) ACLVIU186

understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng …

Elaboration (7) ACLVIU187

identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote …

Elaboration (7) ACLVIU012

identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

Elaboration (7) ACLVIU013

exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh

Elaboration (7) ACLVIU030

using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học

Elaboration (1) ACLINU047

describing locations, for example, kota, restoran, bioskop, warung, pasar

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

Structure

Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …

Structure | Languages | F-10 curriculum

Elaboration (4) ACLHIU086

comparing the textual features of different kinds of Hindi verse, identifying differences in rhythm, meter and cultural framing

Developing teaching and learning Auslan

Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …

Developing teaching and learning | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFC001

describing family members, friends or teachers in terms of physical appearance and characteristics, for example: PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES? You know the principal? She’s short, has long hair and wears glasses. POSS1 BROTHER OLD++ TALL …

Elaboration (7) ACLASFC003

formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions

Elaboration (7) ACLASFC004

recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

Elaboration (7) ACLASFC005

presenting specific information such as a weather report using visual prompts or a digital presentation

Elaboration (7) ACLASFC006

drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

Elaboration (7) ACLASFC007

changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences

Elaboration (7) ACLASFC010

identifying places that are significant to them personally and are important to their identity

Elaboration (7) ACLASFU012

recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’

Elaboration (7) ACLASFU014

noticing that Auslan has more flexibility in word order than English

Elaboration (7) ACLASFC019

using persuasive language in social interactions with each other, for example: PLEASE POPCORN GIVE-me++ BEG? Please can I have some of your popcorn?

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities