Structure Drama
Learning in Drama Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use …
Structure | Drama | The Arts | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACLARC111
Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family[Key concepts: representation, equivalence; Key processes: naming, labelling, displaying]
Elaborations ScOT Terms
ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC127
Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence[Key concepts: meaning, translation; Key processes: moving between languages, comparing]
Elaborations ScOT Terms
ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC146
Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages[Key concepts: biculturality, meaning, context, belonging; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLASFC009
Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words[Key concepts: code, translation; Key processes: labelling, creating, captioning]
Elaborations ScOT Terms
ACLASFC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC081
Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: expression, bilingualism; Key processes: recording, creating, captioning]
Elaborations ScOT Terms
ACLASFC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC134
Translate words used in everyday contexts from Auslan into English and vice versa[Key concepts: similarity, difference, meaning; Key processes: recognising, comparing, identifying, translating, explaining]
Elaborations ScOT Terms
ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC135
Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words[Key concepts: meaning, code, bilingualism; Key processes: labelling, creating]
Elaborations ScOT Terms
ACLASFC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC007
Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English[Key concepts: similarity, difference; Key processes: translating, connecting, interpreting]
Elaborations ScOT Terms
ACLCHC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC039
Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]
Elaborations ScOT Terms
ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC071
Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting]
Elaborations ScOT Terms
ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC119
Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts[Key concept: belonging; Key processes: translating, moving between]
Elaborations ScOT Terms
ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC120
Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English[Key concepts: bilingualism, vocabulary; Key processes: translating, interpreting]
Elaborations ScOT Terms
ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC135
Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]
Elaborations ScOT Terms
ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC151
Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]
Elaborations ScOT Terms
ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC186
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC216
Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot[Key concept: equivalence; Key processes: comparing, translating, explaining]
Elaborations ScOT Terms
ACLCHC216 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC217
Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]
Elaborations ScOT Terms
ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC218
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum