ACLASFC009

Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words[Key concepts: code, translation; Key processes: labelling, creating, captioning]

Elaborations ScOT Terms

ACLASFC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC135

Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words[Key concepts: meaning, code, bilingualism; Key processes: labelling, creating]

Elaborations ScOT Terms

ACLASFC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWC138

Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts[Key concepts: meaning, bilingualism; Key processes: labelling, captioning, displaying, matching]

Elaborations ScOT Terms

ACLFWC138 | 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

ACLFWC075

Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, bilingualism; Key processes: labelling, captioning, displaying, matching]

Elaborations ScOT Terms

ACLFWC075 | 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

ACLFRC009

Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying]

Elaborations ScOT Terms

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

ACLGEC111

Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English[Key concepts: vocabulary, representation; Key processes: sorting, matching, noticing]

Elaborations ScOT Terms

ACLGEC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLJAC117

Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]

Elaborations ScOT Terms

ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLSPC117

Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]

Elaborations ScOT Terms

ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC009

Create simple bilingual print or digital texts, such as captioned picture dictionaries, wall charts, labels for the classroom or ID cards[Key concepts: meaning, code; Key processes: comparing, matching, translating]

Elaborations ScOT Terms

ACLTUC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIC114

Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources[Key concepts: representation, equivalence; Key processes: labelling, captioning]

Elaborations ScOT Terms

ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLHIC096

Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects[Key concepts: imagination, creativity, imagery, representation; …

Elaborations ScOT Terms

ACLHIC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLCHC067

discussing differences in the way events are reported in different media sources, such as local and national Chinese TV news programs

Elaboration | ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC115

identifying details about people and events heard in media texts, including children’s educational TV programs

Elaboration (1) | ACLCHC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC163

accessing information from a range of sources, such as familiar adults, TV advertisements or documentaries, to inform self and others on topical issues

Elaboration | ACLCHC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU224

analysing how new words and concepts are developed and incorporated into daily use, for example, in contemporary media such as TV dramas, music and film

Elaboration (3) | ACLCHU224 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLFWU041

investigating the distribution of speakers of the language across Australia, and the use of the language in the media, for example, in TV programs, films, IndigiTUBE

Elaboration (1) | ACLFWU041 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWC160

creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas

Elaboration | ACLFWC160 | 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 ACLFWC097

developing a class wall chart or creating family trees, labelling with appropriate kinship terms for extended family members

Elaboration | ACLFWC097 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACAMAR079

examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories

Elaboration | ACAMAR079 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACTDIP004

recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered

Elaboration (3) | ACTDIP004 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum