Elaboration (2) ACLARC163
comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people with titles such as عم (عمّو)؛ خالة؛ (طنت)
Elaboration (2) | ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU185
investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities …
Elaboration | ACLARU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLFRU015
understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese
Elaboration (3) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU034
‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus
Elaboration (4) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU108
investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’
Elaboration (1) | ACLFRU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLGEC176
comparing lyrics, themes and styles of popular German- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example, by comparing winners of popular television singing competitions in Europe and …
Elaboration (2) | ACLGEC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU184
comparing German and English versions of texts with easily recognisable language features, such as love songs, recipes or horoscopes, noticing differences or similarities in imagery or focus that might be culturally significant
Elaboration (3) | ACLGEU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLHIC010
noticing which language they choose to use in which contexts, and when they mix or switch between Hindi, English or other languages, for example, when playing with friends, interacting with grandparents or reciting prayers
Elaboration (1) | ACLHIC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIC118
reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons
Elaboration (5) | ACLHIC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLJAC009
creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …
Elaboration | ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLKOC141
noticing different aspects of Korean and English language and culture, such as naming conventions (for example, 박준호 versus ‘JohnSmith’) and explaining differences such as order and spacing
Elaboration | ACLKOC141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC142
preparing descriptions in both Korean and English about familiar topics, using modelled language and choosing vocabulary from word lists, discussing differences in expression between the two languages with the teacher
Elaboration (1) | ACLKOC142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLSPU178
collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
Elaboration (3) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU178
analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
Elaboration (4) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU014
comparing English and Spanish versions of familiar types of texts, noting similarities and differences in language features and text structure, for example, ways of opening and closing formal or personal letters
Elaboration | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLTUC010
identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class
Elaboration (2) | ACLTUC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU068
drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can make people feel powerful or weak, can feel inclusive or exclusive
Elaboration (1) | ACLTUU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU085
analysing core cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet, sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
Elaboration (3) | ACLTUU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 5 and 6 Chinese
The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 9 and 10
By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum