Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 162 result(s)
Sort by Relevance | Title | Type |
...

Elaboration (2) ACLFRC026

collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’

Elaboration (2) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU034

discovering some of the English words used by French speakers (for example, le coach, le blog, l’Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English

Elaboration (2) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU014

comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different

Elaboration (2) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC010

Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing]

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

ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU018

Understand 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: language, culture, meaning; Key processes: noticing, asking questions, reflecting, explaining]

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

ACLFRU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC046

Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing]

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

ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRF051

Understand that language is used differently in different contexts and situations[Key concepts: language, identity, culture, context; Key processes: observing, comparing, analysing, explaining]

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

ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRF052

Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge[Key concepts: language contact, word borrowing, digital media; Key processes: observing, identifying, c …

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

ACLFRF052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU069

Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation[Key concepts: body language, personal space, expression; Key processes: observing, comparing, analysing]

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

ACLFRU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU089

Identify examples of French language used to influence social and cultural relationships and practices[Key concepts: authority, language as power, inclusion, exclusion; Key processes: scanning, selecting, analysing]

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

ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU089

examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic …

Elaboration (2) | ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU035

identifying ways in which French language and culture influence the lives of Australians

Elaboration (2) | ACLFRU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU090

comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other

Elaboration | ACLFRU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU087

understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters

Elaboration (2) | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC009

collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six

Elaboration | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC026

playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons

Elaboration (1) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC027

alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors

Elaboration (3) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU030

observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident

Elaboration (2) | ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU032

analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in Engli …

Elaboration (2) | ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC045

creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

Elaboration (4) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
...