ACLCHC152
Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context[Key concepts: audience, context; Key processes: identifying, translating, interpreting, negotiating meaning]
Elaborations ScOT Terms
ACLCHC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU155
Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷
Elaborations ScOT Terms
ACLCHU155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU191
Explain how gender, social class and age affect language use in formal and informal contexts
Elaborations ScOT Terms
ACLCHU191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC217
Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]
Elaborations ScOT Terms
ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWC049
Convey information about events, experiences or topics of shared interest, using different modes of presentation to suit different audiences and contexts[Key concepts: audience, Country/Place, community life; Key processes: describing, explaining, creating, …
Elaborations ScOT Terms
ACLFWC049 | 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
ACLCLE017
Convey interpretations of information and ideas about ancient Greek society and culture, in oral, written and digital forms, using Classical Greek as appropriate[Key concepts: information, culture; Key processes: interpreting, explaining, presenting]
Elaborations ScOT Terms
ACLCLE017 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE047
Convey interpretations of information and ideas about Roman society and culture, in oral, written and digital forms, using Latin as appropriate[Key concepts: information, culture; Key processes: interpreting, explaining, presenting]
Elaborations ScOT Terms
ACLCLE047 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRC045
Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining]
Elaborations ScOT Terms
ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU070
Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted[Key concepts: change, influence, communication, identity; Key processes: observing, reflecting, explaining]
Elaborations ScOT Terms
ACLFRU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC081
Create glossaries to interpret cultural aspects of contemporary and traditional French texts[Key concepts: representation, critical and cultural literacy; Key processes: referencing, explaining, interpreting]
Elaborations ScOT Terms
ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC098
Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not[Key concepts: translation, equivalence; Key processes: comparing, translating, interpreting, explaining]
Elaborations ScOT Terms
ACLFRC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC099
Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, exp …
Elaborations ScOT Terms
ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRU105
Recognise that French language use varies according to context, situation and relationship[Key concepts: variation, context, relationship; Key processes: noticing, analysing, explaining]
Elaborations ScOT Terms
ACLFRU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC109
Socialise and exchange views on local and global issues[Key concepts: generation, environment, globalisation, relationships; Key processes: interacting, responding, explaining, comparing]
Elaborations ScOT Terms
ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC117
Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts[Key concepts: representation, bilingualism, interpretation; Key processes: interpreting, explaining, comparing]
Elaborations ScOT Terms
ACLFRC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEC127
Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family[Key concepts: meaning, interconnection; Key processes: comparing, interpreting, explaining]
Elaborations ScOT Terms
ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEU133
Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes[Key concepts: text function, structure, features of …
Elaborations ScOT Terms
ACLGEU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEC179
Create bilingual texts which reflect and explain aspects of culture and language for different German-speaking and Australian audiences[Key concepts: interconnection, assumptions, sensitivity; Key processes: explaining, translating, relating intercul …
Elaborations ScOT Terms
ACLGEC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEC181
Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians[Key concepts: cultural mediation, perspective, diversity; Key processes: evaluating, exploring, explaining]
Elaborations ScOT Terms
ACLGEC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEU185
Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register[Key concepts: register, constraints; Key processes: analysing, comparing, explaining]
Elaborations ScOT Terms
ACLGEU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum