Elaboration (3) ACLSPU179

recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America

Elaboration (3) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLARC176

Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects[Key concepts: culture, emotion, values, style; Key processes: analysing, discussing, interpreting, …

Elaborations ScOT Terms

ACLARC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC027

Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic[Key concepts: cultural concept, norms, communication; Key processes: understanding, explaining, reflecting]

Elaborations ScOT Terms

ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLCLU060

Reflect on self as a language learner, explaining how the study of Latin influences own style of communicating, ways of thinking and viewing the world[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, reflecting, …

Elaborations ScOT Terms

ACLCLU060 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLHIC064

Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages[Key concepts: code-switching, code-mixing, intercultural communication; Key processes: …

Elaborations ScOT Terms

ACLHIC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLKOU184

Understand and use grammatical forms and structures such as suffixes for tense, honorifics and polite style marking, and auxiliary verbs and particles, using appropriate metalanguage to identify or explain forms, structures and parts of speech[Key concepts: …

Elaborations ScOT Terms

ACLKOU184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU205

Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements[Key …

Elaborations ScOT Terms

ACLKOU205 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGU168

Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings[Key concept: register; Key processes: …

Elaborations ScOT Terms

ACLMGU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGU169

Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change[Key concepts: change, continuity; …

Elaborations ScOT Terms

ACLMGU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLARC163

reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic, such as kissing your own right hand, then raising your eyes and your right …

Elaboration (1) | ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACELT1632

creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style

Elaboration | ACELT1632 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (2) ACHASSI039

identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)

Elaboration (2) | ACHASSI039 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACADAM024

performing dances with an awareness of a choreographer’s intent and style, including contemporary Australian choreographers such as Frances Rings or Stephen Page (Bangarra Dance Theatre)

Elaboration | ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration ACAMAM069

selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style

Elaboration | ACAMAM069 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Elaboration (2) ACAMAM076

refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience

Elaboration (2) | ACAMAM076 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (4) ACLFRC082

reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’

Elaboration (4) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLGEU168

identifying differences in register and style when using language in different contexts, for example, language in songs and graffiti, and teacher feedback on a test or in a formal school report

Elaboration | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLHIU068

composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style

Elaboration (3) | ACLHIU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLINC042

suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices

Elaboration (1) | ACLINC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLJAC170

comparing translations of short Japanese texts such as signs, conversations, audio messages or digital texts, identifying differences and similarities between their tone and style and that of equivalent texts in English

Elaboration (2) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum