Elaboration (3) ACLFWU017
recognising that language used in particular interactions can vary between cultural contexts, for example, the different use of kin categories in the language
Elaboration (3) | ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU022
considering why learning an Aboriginal and/or Torres Strait Islander language at school is important in maintaining and strengthening language use
Elaboration (3) | ACLFWU022 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWC024
collaborating to design an item such as a language flag, artefact or logo that incorporates elements of importance to the language community
Elaboration (8) | ACLFWC024 | 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
Elaboration (1) ACLFWU041
investigating the distribution of speakers of the language across Australia, and the use of the language in the media, for example, in TV programs, films, IndigiTUBE
Elaboration (1) | ACLFWU041 | 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
Elaboration (11) ACLFWU058
transcribing complete texts of spoken language, using a range of alphabetic and punctuation conventions, supported by their grammatical and vocabulary knowledge of the language
Elaboration (11) | ACLFWU058 | 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
Elaboration (10) ACLFWC161
exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community
Elaboration (10) | ACLFWC161 | 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
Elaboration (2) ACLFWU163
using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to support links with the spoken language
Elaboration (2) | ACLFWU163 | 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
Elaboration (3) ACLFWU173
understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
Elaboration (3) | ACLFWU173 | 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
Elaboration (6) ACLFWU194
identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and Elders
Elaboration (6) | ACLFWU194 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLFWU195
understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
Elaboration (9) | ACLFWU195 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU099
using appropriate conventions of the written language, including punctuation, capitalisation, diacritics, digraphs to support links with spoken language
Elaboration (2) | ACLFWU099 | 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
Elaboration (6) ACLFWU124
understanding connections between land, language and culture which are expressed by shifts between languages and varieties of language
Elaboration (6) | ACLFWU124 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWU128
considering how and why target language speakers use particular conversational strategies, such as indirect language to avoid conflict
Elaboration (8) | ACLFWU128 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU012
recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
Elaboration (6) | ACLCLU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard German Years 9 and 10
By the end of Year 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Achievement Standard Chinese Years 7 and 8
By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACELA1428
learning that we use a different tone and style of language with different people
Elaboration (1) | ACELA1428 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELY1666
using spoken language for problem solving, and exploring ideas and concepts
Elaboration | ACELY1666 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACELA1516
identify and appreciate differences in language used in diverse family settings
Elaboration | ACELA1516 | Content Descriptions | Year 6 | English | F-10 curriculum