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Elaboration (3) ACLTUU102

drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim …

Elaboration (1) ACLVIC133

creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)

Elaboration (5) ACLVIU139

learning metalanguage to discuss the relationship between language and culture in Vietnamese and English, using metalanguage, for example, ý nghĩa (‘meaning’), sự khác biệt (‘difference’) and cách cư xử (‘behaviour’)

Elaboration ACLVIU155

recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, …

Elaboration ACLARC161

translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with …

Elaboration ACLITC125

noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language …

Elaboration (2) ACLJAU198

exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)

Elaboration (2) ACLTUC112

keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use …

Elaboration (5) ACLJAC026

considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい。

Years 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Achievement Standard German Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related …

Achievement Standard Indonesian Years 5 and 6

By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …

Year 5 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 5 | English | F-10 curriculum

Year 6 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 6 | English | F-10 curriculum

Years 9 and 10 Spanish

The nature of the learners Students have prior experience of learning Spanish and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Turkish Years 9 and 10

By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten …

Years 7 and 8 Turkish

The nature of the learners Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …

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

Learning F-2

Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world. Their desire to make sense of the world provides a platform to plan and review their learning through interactions with …

Learning F-2 | F-10 curriculum

Achievement Standard German Years 7 and 8

By the end of Year 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they …

HASS: Influences on consumer choices

St Anthony's Parish Primary School uses the three dimensions of the Australian Curriculum to provide opportunities for students to develop their gifts and talents. The school acknowledges that students may possess talents, as well as areas of challenge. …

HASS: Influences on consumer choices | Illustrations of practice | Student diversity | Resources

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