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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ACLFWU141

Learn the different sounds of the language and link these to written symbols and conventions[Key concepts; pronunciation, intonation, writing; Key processes: imitating, noticing, distinguishing, reading aloud]

literacy Elaborations ScOT Terms

ACLFWU141 | 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

ACLFWU142

Recognise the function of different word types and understand basic elements of language structures[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, noticing]

literacy Elaborations ScOT Terms

ACLFWU142 | 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

ACLFWU145

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

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

ACLFWU145 | 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

ACLFWU163

Distinguish and produce the speech sounds of the language, understanding how these are represented in writing[Key concepts: punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, discriminating, noticing,listening, …

literacy Elaborations ScOT Terms

ACLFWU163 | 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

ACLFWU165

Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features[Key concepts: text, features, purpose; Key processes: recognising, identifying, distinguishing, applying, linking]

literacy intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU165 | 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

ACLFWU167

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

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

ACLFWU167 | 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

ACLFWU185

Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form[Key concepts: metalanguage, patterns, phonetic articulation, syllable; Key processes: reading, investigating, …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU185 | 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

ACLFWU186

Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language[Key concepts: system, grammatical case, transitivity; Key processes: explaining, discussing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU186 | 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

ACLFWU187

Discuss the purpose and roles of various spoken, written and visual texts in the language[Key concepts: text, relationship, intention; Key processes: analysing, investigating, linking and sequencing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU187 | 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

ACLFWU189

Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships[Key concepts: respect, silence, kinship; Key processes: examining, explaining, analysing]

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

ACLFWU189 | 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

ACLFWU082

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

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

ACLFWU082 | 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

ACLFWU103

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

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

ACLFWU103 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU120

Produce sounds, stress, intonation patterns of the target language, using a developing phonemic awareness linked to the writing system[Key concepts; metalanguage, patterns, phonetic articulation, syllable; Key processes: identifying, reading, investi …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU120 | 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

ACLFWU124

Analyse variations in language use that reflect different social and cultural contexts, purposes and relationships[Key concepts: respect, silence, kinship; Key processes: examining, explaining, analysing]

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

ACLFWU124 | 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

ACLFWC030

Translate short texts from the language into other known languages and vice versa, including the register of sign language, noticing words or expressions that are not easy to translate and identifying elements which require explanation rather than literal …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLFWC030 | 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

ACLFWC119

Participate in intercultural interactions and consider own reactions when engaging with target language speakers and resources, and how these may reflect own language(s) and culture(s)[Key concepts: intercultural experience, perspective, insight, self-reflection, …

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLFWC119 | 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 (2) ACLFWU022

recognising that language speakers are the most important primary source of language knowledge

Elaboration (2) | 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

Elaboration (12) ACLFWU036

transcribing elements of spoken language using their knowledge of the language and its writing system

Elaboration (12) | ACLFWU036 | 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

Elaboration (2) ACLFWU060

investigating the use of sign language in their community and its relation to spoken language

Elaboration (2) | ACLFWU060 | 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

Elaboration (4) ACLFWU163

paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language

Elaboration (4) | ACLFWU163 | 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

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