Elaboration (4) ACLCHC202

improving language choices across cultures, such as when meeting people for the first time (for example, when being introduced to a parent’s friend);

Elaboration (4) | ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU207

exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing

Elaboration | ACLCHU207 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLFWU190

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (3) | 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 (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Elaboration (7) | ACLFWC091 | 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 (2) ACLFWU125

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (2) | ACLFWU125 | 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 (2) ACLCLU015

keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Classical Greek, noting personal reactions and reflections over time

Elaboration (2) | ACLCLU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Structure Dance

Learning in Dance Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. The body is the instrument of expression and uses combinations of the elements …

Structure | Dance | The Arts | F-10 curriculum

Elaboration (2) ACLASFC019

comparing routines or activities, using signs for time, sequence and location, such as: WHAT TIME PRO2 GO-TO-BED? What time do you go to bed? EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL? Every …

Elaboration (2) | ACLASFC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC145

asking each other about their daily routines, interests or pastimes, for example: PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL? How do you get to school? PRO2 REGULAR GO-TO-BED WHAT TIME? What time do you go to bed? WEEKEND OR HOLIDAYS, WHAT D-O? What …

Elaboration | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLARC123

Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts[Key concepts: time (routines), leisure; Key processes: listening, reading, viewing, selecting, sequencing]

Elaborations ScOT Terms

ACLARC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU135

Recognise that languages change over time and influence one another[Key concepts: language change, influence, exchange; Key processes: observing, identifying, discussing]

Elaborations ScOT Terms

ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC140

Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds[Key concepts: time, place, media, culture; Key processes: listening, viewing, reading, selecting, organising]

Elaborations ScOT Terms

ACLARC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFU052

Explore variation in terms of the impact of other languages on Auslan across contexts and over time[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]

Elaborations ScOT Terms

ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU178

Explore variation in terms of the impact of other languages on Auslan across contexts and over time[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]

Elaborations ScOT Terms

ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU216

Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts[Key concepts: knowledge, value, transmission; Key processes: reflecting, exploring, …

Elaborations ScOT Terms

ACLASFU216 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC082

Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities[Key concepts: time, etiquette, place, collaboration; Key processes: exchanging, corresponding]

Elaborations ScOT Terms

ACLCHC082 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC083

Locate and share with known audiences factual information about people, places and events from a range of oral texts[Key concepts: time, place, number, audience, purpose; Key processes: summarising, synthesising]

Elaborations ScOT Terms

ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC097

Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences[Key concepts: leisure, neighbourhood, education, time, space; Key processes: planning, arranging, …

Elaborations ScOT Terms

ACLCHC097 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC099

Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others[Key concepts: representation, time, leisure; Key processes: processing, informing, …

Elaborations ScOT Terms

ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWU168

Recognise that languages change over time[Key concepts: regional languages, language shift, language loss, borrowing, relatedness; Key processes: identifying, recognising, comparing]

Elaborations ScOT Terms

ACLFWU168 | 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