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
Example of knowledge and skills Drama
In this band students are introduced to the ways that ideas and intentions are communicated in and through drama. They develop knowledge, understanding and skills through drama practices focusing on: Elements of drama Role, character and relationships Role …
Example of knowledge and skills | Drama | The Arts | 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
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 ACELA1550
identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
Elaboration | ACELA1550 | Content Descriptions | Year 9 | English | 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