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Elaboration ACLARC161

translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with …

Elaboration ACLARU170

identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير, and social interactions such as …

Elaboration ACLFRC006

listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actio …

Elaboration (3) ACLFRC010

including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

Elaboration ACLFRU031

developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l’adjectif, l’adverbe, la conjonction and le vocabulaire

Elaboration (2) ACLFRC044

interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or cult …

Elaboration (1) ACLFRU106

recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami

Elaboration (3) ACLGEU016

recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!

Elaboration (2) ACLHIC116

translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words (The grass is always greener on the other side of the fence …

Elaboration ACLITC125

noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language …

Elaboration (3) ACLJAU124

understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

Elaboration (5) ACLJAC026

considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい。

Elaboration ACLSPU142

discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use

Elaboration ACLTUC059

identifying language associated with cultural categories such as aile hayatı, kıyafetler or batıl inançlar encountered when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation

Elaboration (1) ACLTUC076

comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities …

Elaboration (3) ACLTUU102

drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim …

Elaboration (2) ACLTUC112

keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use …

Elaboration ACLVIU155

recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, …

Years 9 and 10 Vietnamese

The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …

Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Achievement Standard German Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related …

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Cross Curriculum Priorities