Elaboration ACLFWU147
identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
Elaboration | ACLFWU147 | 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
Elaboration (7) ACLFWU163
understanding that other languages may suggest historical pronunciations for the language
Elaboration (7) | 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
Elaboration (4) ACLFWU194
understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
Elaboration (4) | ACLFWU194 | 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
Elaboration (5) ACLFWU194
discussing the importance of reviving languages for the individual, the language community and the wider Australian society
Elaboration (5) | ACLFWU194 | 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
Elaboration (3) ACLFWC076
describing friends, favourite places, objects and languages they know/ are learning as markers of their identity
Elaboration (3) | ACLFWC076 | 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
Elaboration (2) ACLFWU086
recognising that beliefs and behaviours are woven into languages and cannot be separated from them
Elaboration (2) | ACLFWU086 | 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
Elaboration (3) ACLFWU129
exploring the role of advocacy in supporting the maintenance and development of languages and associated cultures
Elaboration (3) | ACLFWU129 | 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 (1) ACLCLU041
recognising that Latin was influenced by languages of other ancient peoples, such as Greek
Elaboration (1) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU056
exploring the role of Latin in the process of Romanisation, and its influence on local languages
Elaboration (1) | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Learning Auslan Auslan
Some linguistic features of Auslan are similar to properties found in spoken languages and others are not. For example, the 26 fingerspelled letters of the Auslan alphabet are based on the 26 letters of English. The occasional contact Auslan has with …
Learning Auslan | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU066
recognising that signed languages show more iconicity than spoken languages because they are visual not auditory, and that most referents have visual features
Elaboration (2) | ACLASFU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU125
exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
Elaboration (2) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (13) ACLASFU251
exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
Elaboration (13) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLFWU059
making comparisons and connections within and across languages, for example, case systems used within different languages in Australia and elsewhere, the use of tense markers in verbs
Elaboration (7) | ACLFWU059 | 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 (6) ACLFWU061
understanding connections between land, language and culture which are expressed by shifting/switching between languages and varieties of language, for example, differences between parents’ clan languages
Elaboration (6) | ACLFWU061 | 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
Years 7 and 8 Drama
In Drama, students: build on their understanding of role, character and relationships use voice and movement to sustain character and situation use focus, tension, space and time to enhance drama incorporate language and ideas and use devices such …
Years 7 and 8 | Drama | The Arts | F-10 curriculum
Aims Framework for Classical Languages
The Australian Curriculum: Framework for Classical Languages aims to develop the knowledge, understanding and skills to ensure students: engage with the language, history and culture of the Classical world through interaction with texts understand language, …
Aims | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACELY1739
analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and …
Elaboration (3) | ACELY1739 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (1) ACHASSK045
identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, …
Elaboration (1) | ACHASSK045 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLARU118
Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another[Key concepts: place, word-borrowing; Key processes: noticing, selecting]
Elaborations ScOT Terms
ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum