Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 7 result(s)
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ACLJAC154

Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms[Key concepts: language, culture, similarity and difference, values; Key processes: identifying, analysing, comparing, reflecting …

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

ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU161

Recognise that the Japanese language is both influenced by in turn influences other languages and cultures[Key concepts: language contact, word borrowing, globalisation, technology, change; Key processes: identifying, classifying, reflecting]

literacy critical-creative intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU162

Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication[Key concepts: language, culture, expression, values, perspectives; Key processes: noticing, …

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU156

Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …

literacy critical-creative Elaborations ScOT Terms

ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU158

Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating, applying]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU160

Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal[Key concepts: register, context, tenor; Key processes: observing, reflecting, comparing]

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

ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC155

Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …

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

ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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