ACLITU111

Analyse variable linguistic features present in the learning contexts and texts to develop an understanding that language use varies depending on participants, their roles and relationships, and according to the contexts of situation and culture

Elaborations ScOT Terms

ACLITU111 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLJAU156

Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …

Elaborations ScOT Terms

ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOU149

Build understanding of the variability of language use in Korean, for example, in relation to the age and relationship of participants[Key concepts: relationships, age; Key processes: identifying, routinising]

Elaborations ScOT Terms

ACLKOU149 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU170

Investigate how language can be used to influence people, ideas and the understanding of cultures[Key concepts: perceptions, influence; Key processes: comparing, explaining, predicting, reflecting]

Elaborations ScOT Terms

ACLKOU170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU202

Apply features and rules of Korean pronunciation and Hangeul to understanding and producing a range of texts for different audiences and purposes[Key concepts: phonological rules, fluency, accuracy; Key processes: applying, analysing, synthesising]

Elaborations ScOT Terms

ACLKOU202 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGU136

Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions[Key concepts: celebrations, symbolism; Key processes: understanding, …

Elaborations ScOT Terms

ACLMGU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC139

Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]

Elaborations ScOT Terms

ACLMGC139 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC142

Listen to, read and view imaginative spoken, written, digital or multimodal texts and respond by expressing ideas and opinions about the storyline and characters[Key concepts: theme, myth, legend; Key processes: sharing, responding, understanding]

Elaborations ScOT Terms

ACLMGC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC020

Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement[Key concepts: learning, contribution; Key processes: discussing, clarifying]

Elaborations ScOT Terms

ACLMGC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC155

Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self[Key concept: intracultural understanding; Key processes: identifying, describing]

Elaborations ScOT Terms

ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC037

Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback[Key concepts: classroom interaction, debate, responsibility; Key processes: questioning, …

Elaborations ScOT Terms

ACLTUC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU065

Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts[Key concepts: genre, tenor, audience; Key processes: identifying, classifying, explaining …

Elaborations ScOT Terms

ACLTUU065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIU121

Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia[Key concept: language power; Key processes: understanding, recognising, comparing]

Elaborations ScOT Terms

ACLVIU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU122

Understand that the ways in which people use language reflect their cultures, and relate to where and how they live and what is important to them[Key concepts: language, culture, identity; Key processes: understanding, noticing]

Elaborations ScOT Terms

ACLVIU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU169

Understand and use elements of Vietnamese grammar to organise and elaborate on ideas and opinions, such as direct/indirect speech and verbs to express modality[Key concepts: grammatical knowledge, elaboration; Key processes: understanding, applying]

Elaborations ScOT Terms

ACLVIU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU170

Expand understanding of how different types of texts are structured and employ particular language features to suit different audiences, contexts and purposes[Key concepts: text structure, language features; Key process: applying]

Elaborations ScOT Terms

ACLVIU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU171

Understand how language use differs between spoken and written texts, and depends on participants, relationships and the purpose and mode of delivery[Key concepts: language use, context; Key processes: understanding, explaining]

Elaborations ScOT Terms

ACLVIU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 5 and 6 Chinese

The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

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

Rationale Health and Physical Education

In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong …

Rationale | Health and Physical Education | F-10 curriculum