El pulpo – AT

Students learnt numbers and colours in Spanish and how to construct simple sentences with these vocabulary items. Students were aware of gender and how to write sentences using gender rules and word order based on modelled structures. In this task, students …

El pulpo – AT | Samples | Work samples | Resources

το ελληνικό αλφάβητο – AT

Students new to Modern Greek learn how to read, write and pronounce the Greek alphabet and discuss similarities and differences to the English alphabet. In this task, students were asked to write the Greek alphabet in order using upper and lower cases.  …

το ελληνικό αλφάβητο – AT | Samples | Work samples | Resources

Hiragana writing task – introductory letter - AT

Students were asked to write a short self-introduction letter to a visiting Japanese teacher following the conventions of the text type and stroke order on genkōyoshi paper. Concepts of self-introduction and expressing personal information were explored …

Hiragana writing task – introductory letter - AT | Samples | Work samples | Resources

Quanti animali - AT

Students had completed a unit of work on animals learning the vocabulary to name them and adjectives to describe their characteristics. Students had learned that many animals in Italian have similar names in English and discussed how cognates can help …

Quanti animali - AT | Samples | Work samples | Resources

Mascot maker - AT

Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …

Mascot maker - AT | Samples | Work samples | Resources

φρούτα και λαχανικά – AT

Students learnt about the Greek diet and healthy eating. They learnt the names of popular Greek fruit and vegetables and how to describe them, discuss likes/dislikes and ask for them at a Greek greengrocer. The students learnt about gender and gender …

φρούτα και λαχανικά – AT | Samples | Work samples | Resources

Identifying Chinese number characters - AT

Students had learnt the Chinese characters from 1-10 and the importance of stroke order. They were asked to demonstrate their knowledge by completing an activity using simple mathematics requiring them to match numbers and objects to the corresponding …

Identifying Chinese number characters - AT | Samples | Work samples | Resources

ACLARU183

Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making[Key concepts: register, grammatical systems, meaning; Key processes: …

Elaborations ScOT Terms

ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFU050

Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail[Key concepts: …

Elaborations ScOT Terms

ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU068

Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships[Key concepts: clause types, sign order, conjunctions; Key processes: …

Elaborations ScOT Terms

ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses[Key concepts: sign class, noun and verb groups, conjunctions, clauses, sign order; Key processes: recognising, observing, …

Elaborations ScOT Terms

ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU015

Understand and use a developing vocabulary including topical and classificatory language, recognising the function of different word types in the language[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, …

Elaborations ScOT Terms

ACLFWU015 | 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

ACLFWU036

Compare and use the patterns of speech sounds, intonation and rhythm in the language and learn the written forms of these and associated conventions[Key concepts: sound system, writing system, intonation, rhythm, sound–symbol correspondence, punctuation, …

Elaborations ScOT Terms

ACLFWU036 | 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

ACLFRU031

Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts[Key concepts: sentence, gender, number; Key processes: recognising, applying, nami …

Elaborations ScOT Terms

ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU103

Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs[Key concepts: grammar, gender, number; Key processes: noticing, applying, …

Elaborations ScOT Terms

ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLGEU115

Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains[Key concepts: word order, connections, gender; Key processes: noticing …

Elaborations ScOT Terms

ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLHIU049

Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and number and gender distinctions[Key concepts: word …

Elaborations ScOT Terms

ACLHIU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLINC058

Compose individual and shared texts about imagined people, places and experiences, in order to entertain others[Key concepts: amusement, imagination, admiration, journey; Key processes: composing, collaborating, performing; Key text types: recount, advertisement, …

Elaborations ScOT Terms

ACLINC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU098

Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, ber- and me- verbs, adjectives, prepositions and word order[Key concepts: grammatical system; Key process: understanding]

Elaborations ScOT Terms

ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLJAU013

Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji[Key concepts: script, kana, kanji, hiragana, katakana, furigana, stroke order, pictograph; Key processes: recognising, copying, applying, di …

Elaborations ScOT Terms

ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum