Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 626 result(s)
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ACLFWU021

Notice 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: Country/Place, Language, Culture, symbol; Key processes: noticing, recognising, questioning, making connections] …

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

ACLFWU021 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU038

Understand that texts such as stories, paintings, songs and dances have a distinct purpose and particular language features, and understand and apply text conventions[Key concepts: purpose, language features; Key processes: recognising, identifying, distinguishing, …

literacy intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU038 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU063

Investigate and compare the ecologies of Aboriginal and Torres Strait Islander languages with indigenous languages in other countries, and consider issues such as languages policy, language rights, language loss, advocacy, reform and multilingualism[Key …

critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU063 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU065

Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge[Key concepts: Indigenous knowledge, values transmission; Key processes: reflecting, exploring, …

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

ACLFWU065 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU149

Notice 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: Country/Place, language, culture, symbol; Key processes: noticing, recognising, questioning, making connections] …

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

ACLFWU149 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC162

Notice and describe ways in which the language and associated communicative behaviours are similar or different to other known languages and cultures[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing, …

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

ACLFWC162 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU164

Expand vocabulary in the language through word-formation processes and recognise and use simple language structures[Key concepts: word formation, word class, grammatical person and number, negation, metalanguage; Key processes: noticing, comparing, applying, …

literacy Elaborations ScOT Terms

ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU193

Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge[Key concepts: Indigenous knowledge, value transmission; Key processes: reflecting, exploring, …

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

ACLFWU193 | 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

ACLFWU078

Notice and imitate characteristic sounds, intonation patterns and rhythms of the target language(s) and how these relate to the written language[Key concepts: pronunciation, rhythm, intonation, writing; Key processes: imitating, noticing, distinguishing, …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU078 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU086

Notice 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: Country/Place, Language, Culture, symbol; Key processes: noticing, recognising, questioning, making connections] …

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

ACLFWU086 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU126

Investigate and compare the ecologies of Aboriginal and Torres Strait Islander languages with Indigenous languages in other countries, and consider issues such as languages policy, language rights, language loss, advocacy, reform and multilingualism[Key …

critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU126 | 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

ACLFWU128

Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge[Key concepts: Indigenous knowledge, value transmission; Key processes: reflecting, exploring, …

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

ACLFWU128 | 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

Elaboration (6) ACLFWU172

finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building

Elaboration (6) | ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWU146

recognising words in English that have been borrowed from other languages

Elaboration (2) | ACLFWU146 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU017

Recognise that different words and language forms are used to address and communicate with people according to relationship and situation[Key concepts: kinship, context; Key processes: noticing, recognising, comparing]

personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU022

Recognise how Aboriginal and Torres Strait Islander languages are transmitted from generation to generation[Key concepts: oral transmission, language maintenance and development; Key processes: noticing, recognising, considering, valuing]

intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU022 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU039

Understand that speakers vary language forms and styles according to kin relationship and context[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining, investigating, noticing, recognising]

personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU039 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC130

Interact with each other, the teaching team and visiting Elders/community members, using language and gestures to greet and talk about self and family[Key concepts: self, family and relationships; Key processes: interacting, sharing]

literacy personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC139

Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity[Key concepts: identity, self, family, belonging; Key processes: describing, explaining, identifying]

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

ACLFWC139 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC140

Notice how using different languages involves some different ways of communicating and behaving[Key concepts: language, culture, similarity, difference, respect; Key processes: noticing, comparing, responding]

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

ACLFWC140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

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