ACLVIU155
Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam[Key concepts: regional variance, language exchange; Key processes: exploring, connecting]
Elaborations ScOT Terms
ACLVIU155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC165
Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning[Key concepts: language, culture, meaning; Key processes: …
Elaborations ScOT Terms
ACLVIC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLASFU052
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU106
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration (2) | ACLASFU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU178
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU232
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration (4) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC088
explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the …
Elaboration (2) | ACLCHC088 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU209
Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging
Elaborations ScOT Terms
ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFRC025
Create short imaginative texts that allow for exploration and enjoyment of language[Key concepts: fantasy, imagination; Key processes: experimenting, playing, creating, performing]
Elaborations ScOT Terms
ACLFRC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU106
Understand the dynamic nature of French and other languages[Key concepts: language contact, word borrowing, globalisation; Key processes: observing, identifying, classifying]
Elaborations ScOT Terms
ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEC173
Extend language to describe and reflect on the experience of learning and using German[Key concepts: reflection, metalanguage; Key processes: reflecting, expressing, evaluating]
Elaborations ScOT Terms
ACLGEC173 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEU187
Understand that language and culture are interrelated and that they shape and are shaped by each other[Key concepts: culture, connections, perceptions; Key processes: reflecting, analysing, discussing]
Elaborations ScOT Terms
ACLGEU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLHIU034
Understand that the Hindi language is influenced by and in turn influences other languages and cultures[Key concepts: change, influence, contact; Key processes: identifying, investigating]
Elaborations ScOT Terms
ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLINU014
Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions[Key concept: text; Key processes: recognising, identifying]
Elaborations ScOT Terms
ACLINU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU032
Understand that language varies according to age, gender and social position, such as place in the family[Key concept: status; Key processes: observing, comparing]
Elaborations ScOT Terms
ACLINU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU034
Make connections between cultural practices and language use, such as specific vocabulary and expressions[Key concept: diversity; Key processes: comparing, connecting]
Elaborations ScOT Terms
ACLINU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU051
Recognise that language and culture are integral to the nature of identity and communication[Key concept: assumptions; Key processes: exploring, examining connections]
Elaborations ScOT Terms
ACLINU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINC059
Translate and analyse a range of texts, comparing language choices and exploring differences in meanings[Key concept: equivalence; Key processes: approximating, comparing]
Elaborations ScOT Terms
ACLINC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU068
Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives[Key concept: interdependence; Key processes: analysing, interpreting, reflecting]
Elaborations ScOT Terms
ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINC090
Present factual information and ideas about aspects of language and culture in oral, written and multimodal form[Key concept: culture; Key process: informing]
Elaborations ScOT Terms
ACLINC090 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum