ACLSPU125
Recognise that Spanish is one of many languages spoken around the world and in Australia[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]
Elaborations ScOT Terms
ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU126
Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers[Key concepts: behaviours, cultural similarities and differences; Key processes: noticing, asking questions, making connections]
Elaborations ScOT Terms
ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU143
Identify the variety of languages represented in the school, local community and general Australian population[Key concepts: community, diversity; Key processes: mapping, grouping]
Elaborations ScOT Terms
ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC154
Compare ways of communicating in particular Australian and Spanish-speaking contexts[Key concepts: diversity, reaction; Key processes: observing, considering, reflecting,]
Elaborations ScOT Terms
ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU179
Investigate the nature and extent of Spanish language use in both Australian and global contexts[Key concepts: community, arts, cuisine; Key processes: researching, analysing, classifying]
Elaborations ScOT Terms
ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC189
Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences[Key concept: bilinguality; Key processes: adjusting, interpreting, reflecting]
Elaborations ScOT Terms
ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU017
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …
Elaborations ScOT Terms
ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLTUU083
Understand that variations in the use of spoken and written Turkish relate to social roles, communities and contexts, and consider how and why these differ from similar variations in the use of Australian English[Key concepts: variation, culture, register, …
Elaborations ScOT Terms
ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU101
Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other …
Elaborations ScOT Terms
ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLVIU121
Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia[Key concept: language power; Key processes: understanding, recognising, comparing]
Elaborations ScOT Terms
ACLVIU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC182
Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences[Key concepts: cultural literacy, interconnection; Key processes: judging adequacy, translating, …
Elaborations ScOT Terms
ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACELA1426
recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages
Elaboration (1) | ACELA1426 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELA1431
learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present
Elaboration | ACELA1431 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (1) ACELA1433
learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
Elaboration (1) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELA1460
identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular …
Elaboration | ACELA1460 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACELY1665
identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia
Elaboration | ACELY1665 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACELA1487
identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example example ‘kangaroo’, …
Elaboration | ACELA1487 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELA1488
recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
Elaboration | ACELA1488 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELA1505
observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')
Elaboration | ACELA1505 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration ACELA1506
learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’
Elaboration | ACELA1506 | Content Descriptions | Year 5 | English | F-10 curriculum