ACLMGC144

Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning[Key concepts: non-equivalent words, contexts and situations, intercultural; Key processes: …

Elaborations ScOT Terms

ACLMGC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLTUC042

Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently[Key concepts: meaning, interpretation, culture; Key …

Elaborations ScOT Terms

ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC059

Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding[Key concepts: meaning, equivalence, culture, translation; Key processes: …

Elaborations ScOT Terms

ACLTUC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU083

Understand that variations in the use of spoken and written Turkish relate to social roles, communities and contexts, and consider how and why these differ from similar variations in the use of Australian English[Key concepts: variation, culture, register, …

Elaborations ScOT Terms

ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC093

Translate and interpret familiar texts such as public signs, song titles or menus from Turkish to English and vice versa, noticing which words or phrases translate easily and which do not[Key concepts: equivalence, meaning, translation, interpretation; …

Elaborations ScOT Terms

ACLTUC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUU117

Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English[Key concepts: register, values, non-verbal communication; Key processes: …

Elaborations ScOT Terms

ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC183

Reflect on how meanings vary according to cultural assumptions that Vietnamese and English speakers bring to interactions, and take responsibility for contributing to mutual understanding[Key concepts: cultural assumptions, judgement; Key processes: reflecting, …

Elaborations ScOT Terms

ACLVIC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC025

Translate and interpret texts from Vietnamese into English and vice versa, compare different versions of translations, explore differences and identify strategies to overcome challenges in translation[Key concepts: culture, translation, interpretation; …

Elaborations ScOT Terms

ACLVIC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLASFU090

exploring the relationship between language and culture, for example by analysing language used in pathological and sociocultural models of deafness and the impact that each philosophy and the language used to express it may have in regard to services …

Elaboration | ACLASFU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLFWU044

exploring ways that language and culture have been maintained and strengthened in their community, for example, by using the language in families and school language programs, story-telling, writing, recording, archiving material, media services, songs …

Elaboration | ACLFWU044 | 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 (4) ACLFWU061

analysing intergenerational differences in language use, for example, young people’s language when talking about popular culture, the strong ‘right through’ language of the older generation

Elaboration (4) | ACLFWU061 | 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 ACLFWU066

analysing the domains of language use where language building has occurred, considering why this is the case and investigating some of the techniques used, for example, language engineering, adapting sounds, coining new words

Elaboration | ACLFWU066 | 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 (7) ACLFWU171

recognising ways in which cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, language of respect, land–language associations and non-verbal communicative behaviours

Elaboration (7) | ACLFWU171 | 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) ACLFWU190

observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication

Elaboration (2) | ACLFWU190 | 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 ACLFWU105

investigating the nature of the distribution of target language speakers across Australia, the nature and extent of target language use in Australia, the use of the target language in the media, for example, TV programs, films, IndigiTUBE

Elaboration | ACLFWU105 | 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 (4) ACLFWU124

analysing intergenerational differences in language use, for example, young people’s language when talking about popular culture, the strong ‘right through’ language of the older generation

Elaboration (4) | 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 ACLFWU129

analysing domains of language use where language building has occurred, considering why this is the case and investigating some of the techniques used, for example, language engineering, adapting sounds, coining new words

Elaboration | ACLFWU129 | 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 ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration | ACELA1431 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACMNA058

recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese

Elaboration (2) | ACMNA058 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum