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ACLCHU108

Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication

Elaborations ScOT Terms

recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and encouragement, and taboos within Chinese communication, such as pointing directly at someone

Elaboration (2) ACLCHC135

recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone

Elaboration ACLJAC148

surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of …

Elaboration (5) ACLASFU072

identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, attitudes to spoken language that reflect the history of suppression of signed languages, …

Years 3 and 4 Chinese

The nature of the learners At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and …

Years 5 and 6 Chinese

The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …

Years 7 and 8 Chinese

The nature of the learners Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Elaboration ACLFWC047

reflecting on their experiences of giving oral presentations and considering ways to improve their delivery

Elaboration (5) ACLFWU101

accommodating features such as repetition and parallelism that characterises oral texts in written language

Elaboration (2) ACLFWU108

exploring some of the complexities and challenges involved in keeping oral traditions strong

Elaboration (11) ACLASFC078

comparing the visual nature of signed narratives with oral traditions of Indigenous cultures

Elaboration (3) ACLFWU060

applying principles of text organisation when developing both oral and written texts to develop or present ideas, noticing differences in characteristic features of oral and written discourse

Years 5 and 6 Italian

The nature of the learners Students are expanding their social networks, experiences and communicative repertoires in both their first language and Italian. They continue to need guidance and participate in structured, collaborative tasks that both recycle …

Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 5 and 6 French

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLARC175

producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes

ACLCHU060

Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

Elaborations ScOT Terms

Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Indonesian

The nature of the learners Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, …

Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Italian Years 7 and 8

By the end of Year 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace …

Curriculum Types

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General Capabilities

Cross Curriculum Priorities