Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 4987 result(s)
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ACELY1729

Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

literacy information-communication critical-creative writing listening speaking reading Elaborations ScOT Terms

ACELY1729 | Content Descriptions | Year 8 | English | F-10 curriculum

ACLASFC008

Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ[Key concepts: similarity, difference, meaning; Key processes: noticing, recognising, identifying, …

literacy Elaborations ScOT Terms

ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC072

Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English[Key concepts: similarities, …

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC087

Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation[Key concept: politeness symbols; Key processes: …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLJAC116

Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLTUC008

Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages[Key concepts: translation, meaning, similarity, difference; Key processes: …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLASFC153

Create bilingual versions of texts such as English captioned recordings of Auslan phrases[Key concepts: meaning, representation; Key processes: creating]

literacy Elaborations ScOT Terms

ACLASFC153 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC207

Create glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: bilingualism, interpretation; Key processes: recording, creating, captioning]

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFC207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC024

Find English equivalents of common expressions in Chinese and vice versa[Key concept: equivalence; Key processes: translating, explaining]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC200

Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

literacy critical-creative personal-social Elaborations ScOT Terms

ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC233

Identify challenges in and techniques for mediating between Chinese and English[Key concepts: equivalence, paralinguistic cues; Key processes: responding, translating, mediating]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLINC026

Produce texts such as descriptions and signs in both Indonesian and English for the school community[Key concepts: similarity, difference; Key processes: describing, captioning]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLINC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINC077

Create parallel texts in Indonesian and in English for a range of purposes and audiences, for the wider community[Key concept: bilinguality; Key processes: adjusting, interpreting, reflecting]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLINC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLSPU124

Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard English Year 5

Receptive modes (listening, reading and viewing) By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings …

Achievement Standard | Achievement Standards | Year 5 | English | F-10 curriculum

Achievement Standard English Year 3

Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary …

Achievement Standard | Achievement Standards | Year 3 | English | F-10 curriculum

Achievement Standard Indonesian Years 9 and 10

By the end of Year 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Italian Years 9 and 10

By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Japanese Years 3 and 4

By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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