ACLASFU177

Identify and use language features of different types of Auslan texts and understand that texts are made cohesive through language choices[Key concepts: language features, cohesion, referent tracking; Key processes: identifying, analysing]

Elaborations ScOT Terms

ACLASFU177 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU044

Understand ways the language and culture can be maintained and strengthened in changing contexts[Key concepts: language maintenance and development ; Key processes: discussing, exploring, considering, investigating, language building]

Elaborations ScOT Terms

ACLFWU044 | 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

ACLFWU066

Investigate programs, initiatives and techniques that keep Aboriginal and Torres Strait Islander languages strong[Key concepts: language maintenance and development; Key processes: discussing, exploring, investigating, evaluating, language building, language …

Elaborations ScOT Terms

ACLFWU066 | 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

ACLFWU150

Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities[Key concept: language ownership, language revival; Key processes: identifying, engaging]

Elaborations ScOT Terms

ACLFWU150 | 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

ACLFWU151

Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use[Key concepts: language ownership, language revival; Key processes: noticing, building resources]

Elaborations ScOT Terms

ACLFWU151 | 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

ACLFWU169

Explore the language situation of language communities and the diversity of language contexts in Australia[Key concepts: change, sign, context; Key processes: recognising, discussing, investigating]

Elaborations ScOT Terms

ACLFWU169 | 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

ACLFWU084

Identify the region of the target language and notice how it is part of the broader regional and national language diversity[Key concepts: linguistic diversity, language revival; Key processes: identifying, recognising]

Elaborations ScOT Terms

ACLFWU084 | 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

ACLFWU108

Understand ways the target language and culture can be maintained and strengthened in changing contexts[Key concepts: language maintenance, and development ; Key processes: discussing, exploring, considering, investigating, language building]

Elaborations ScOT Terms

ACLFWU108 | 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

ACLFRU015

Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom[Key concepts: language as social practice, language conventions; Key processes: noticing, compa …

Elaborations ScOT Terms

ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU107

Recognise that French is both a local and a global language[Key concepts: first language, global language, dialects, creoles, accents; Key processes: mapping, comparing, distinguishing]

Elaborations ScOT Terms

ACLFRU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLJAU143

Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region[Key concepts: language status, standard language, multilingualism; Key processes: recognising, comparing, classifying]

Elaborations ScOT Terms

ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLTUU068

Understand that language is not neutral and that its forms and usage reflect cultural values, ideas and perspectives[Key concepts: culture, the power of language, language change, metalanguage; Key processes: discussing, reflecting, analysing, compar …

Elaborations ScOT Terms

ACLTUU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (6) ACLCLU041

recognising connections between spelling of Latin and English words and applying understanding to improve own spelling in English, for example, first conjugation verb such as portat – English ‘portable’, compared with fourth conjugation verb audit – …

Elaboration (6) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACLARC110

using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand

Elaboration | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC110

playing matching games with Arabic and English words from Big Books and picture books

Elaboration (2) | ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC111

labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

Elaboration (3) | ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC127

using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions

Elaboration | ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC128

composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats

Elaboration (1) | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC128

creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community

Elaboration (3) | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC145

creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family

Elaboration (2) | ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum