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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ACLITC030

Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian[Key concept: assumption; Key process: comparing]

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

ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU093

Recognise how Italian language and culture have evolved and how they continue to change over time due to influences such as changing contexts and intercultural contact

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

ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU130

Analyse lexical and grammatical choices made in a range of texts in different contexts to develop an understanding that language use varies in the contexts of situation and culture

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITU130 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLJAC183

Develop language to reflect on the experience of learning and using Japanese[Key concepts: metalanguage, reflection, review; Key processes: expressing, analysing, comparing, evaluating]

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

ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOU189

Explore the power and influence of language in local and global contexts[Key concepts: social power, context; Key processes: analysing, explaining, recounting, reflecting]

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

ACLKOU189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU016

Recognise that Korean language use varies according to contexts, situations and relationships[Key concepts: context, variation; Key processes: recognising, collecting, analysing]

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

ACLKOU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLKOU017

Understand the dynamic nature of Korean and other languages[Key concepts: language contact, word- borrowing, globalisation; Key processes: observing, identifying, classifying]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLMGU134

Understand that the context and purpose of interactions influence language choices[Key concepts: change; register, variation; Key processes: observing, comparing]

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

ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC143

Create and perform imaginative texts such as stories, skits or rap, using familiar language[Key concept: imagination; Key processes: experimenting, performing]

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

ACLMGC143 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC133

Create short imaginative texts such as dialogues and stories using modelled language[Key concept: imagination; Key processes: experimenting, performing, creating]

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

ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU141

Understand that language use varies according to the age and relationship of participants[Key concepts: register, status; Key processes: observing, explaining]

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

ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU016

Understand the dynamic nature of languages[Key concepts: language contact, word borrowing, globalisation, dynamism; Key processes: observing, identifying, discussing]

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

ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU018

Recognise the interconnected relationship between language and culture[Key concepts: interdependence, perspectives, cultural practices; Key processes: analysing, making connections, explaining]

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

ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPC029

Consider and discuss the relationship between language, culture and identity[Key concepts: identity, culture, communication; Key processes: observing, connecting, reflecting, explaining]

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

ACLSPC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLVIU137

Explore how language use varies according to the age, gender and relationship of participants and the context[Key concept: variation; Key processes: identifying, understanding]

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

ACLVIU137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU156

Understand that language use is shaped by the values and beliefs of a community[Key concepts: social norms, values, attitudes; Key processes: understanding, reflecting]

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

ACLVIU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLSPU196

analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and …

Elaboration (1) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLHIU106

Recognise that the Hindi language has evolved and developed through different periods of time and as a result of different influences and interactions, that it is related to many other languages used in India and in the Australian community, and that …

personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLHIU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

ACLTUU101

Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other …

intercultural-understanding asia-australia Elaborations ScOT Terms

ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLASFU090

exploring the relationship between language and culture, for example by analysing language used in pathological and sociocultural models of deafness and the impact that each philosophy and the language used to express it may have in regard to services …

Elaboration | ACLASFU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

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