ACLSPU017

Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …

Elaborations ScOT Terms

ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUU017

Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: culture, meaning, language; Key processes: noticing, identifying, explaining]

Elaborations ScOT Terms

ACLTUU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU032

Understand that language varies according to factors such as the age, gender and social position of speakers, and that it involves regional dialects and accents[Key concepts: variation, status, relationship, standard language; Key processes: noticing, …

Elaborations ScOT Terms

ACLTUU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | 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

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

ACLVIU190

Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs[Key concepts: language, culture, reciprocity; Key processes: reflecting, discussing, analysing]

Elaborations ScOT Terms

ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLFRU089

examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic …

Elaboration (2) | ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLINU117

identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a …

Elaboration (1) | ACLINU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLKOU035

identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when communicating with people in authority to show respect, the use of informal language in commercials to …

Elaboration (2) | ACLKOU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLMGU015

recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s …

Elaboration (1) | ACLMGU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLSPU159

noticing that language use often reflects the mood, feelings or relationships of the people involved, such as the use of emotive or affectionate language between close friends and family members, or persuasive language used in advertisements

Elaboration (2) | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLTUU066

collecting and comparing language samples that show how people vary their language based on their relationships with others, different situations, social status and ethnic background, for example, language used by teachers and students at school, politicians’ …

Elaboration (4) | ACLTUU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU067

investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily …

Elaboration (3) | ACLTUU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU100

collecting and comparing language samples that show how people vary their language based on relationships, context, status and background, for example, by comparing language used by teachers in the classroom with that of students in the playground, or …

Elaboration (3) | ACLTUU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU116

identifying the intended purpose and audience of particular texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared to economical, factual language in product labelling or signage; …

Elaboration | ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (4) ACLASFU018

recognising the importance of language, community and culture in relation to their own lives and in relation to other language groups and their communities

Elaboration (4) | ACLASFU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFU125

identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language

Elaboration (7) | ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU193

exploring what assumptions are inherent in one language and examining how they might talk differently about the same things in a different language

Elaboration (1) | ACLCHU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU261

comparing the language of previous generations to their own language use and discussing the nature of the differences between them

Elaboration | ACLCHU261 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum