Achievement Standard Chinese Years 7 and 8
By the end of Year 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 German
The nature of the learners These years represent a transition to secondary school. Students in this sequence bring with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some …
Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Years 7 and 8 Italian
The nature of the learners Students are beginning their study of Italian 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 …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Structure Framework for Classical Languages
Sequences of learning To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been developed for Years 7–10. Strands, sub-strands and threads The following interrelated strands are derived from the …
Structure | Framework for Classical Languages | Languages | F-10 curriculum
ACLASFU159
Understand how signers make different language choices in different types of texts and compare this with English versions of text types, and notice how texts build cohesion[Key concepts: textual features, similarity, difference, cohesion; Key processes: …
Elaborations ScOT Terms
ACLASFU159 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU195
Expand understanding of grammatical features and cohesive devices used in a range of personal, informative and imaginative texts designed to suit different audiences, contexts and purposes[Key concepts: text purpose, choice, coherence; Key processes: …
Elaborations ScOT Terms
ACLASFU195 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC222
Engage with different types of creative texts, identifying and discussing ideas, characters, events and personal responses[Key concepts: imagination, play, character, performance, visual text, representation; Key processes: viewing, responding, participating, …
Elaborations ScOT Terms
ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU231
Recognise similarities and differences in language features of different types of texts and in Auslan and English texts of a similar type, and notice how texts build cohesion[Key concepts: text, textual features, referent tracking; Key processes: recognising, …
Elaborations ScOT Terms
ACLASFU231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWU038
Understand that texts such as stories, paintings, songs and dances have a distinct purpose and particular language features, and understand and apply text conventions[Key concepts: purpose, language features; Key processes: recognising, identifying, distinguishing, …
Elaborations ScOT Terms
ACLFWU038 | 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
ACLFWU060
Investigate the ways people communicate using spoken, written and visual modes and analyse the form and structures of a range of texts, including their use, role and relationship to other social processes[Key concepts: text, relationship; Key processes: …
Elaborations ScOT Terms
ACLFWU060 | 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
ACLFWC135
Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement[Key concepts: storytelling, response; Key processes: responding, performing, sharing, expressing; Key text …
Elaborations ScOT Terms
ACLFWC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC136
Create and present shared stories, songs and performances, using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dances, …
Elaborations ScOT Terms
ACLFWC136 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC073
Create and present shared stories, songs and performances using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dance, …
Elaborations ScOT Terms
ACLFWC073 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC094
Create and present imaginative texts that use familiar expressions and modelled language for a range of audiences[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, …
Elaborations ScOT Terms
ACLFWC094 | 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
ACLFWU122
Investigate spoken, written and visual modes of communication and analyse the form and structures of different types of texts, including their use, function and relationship to social processes[Key concepts: text structure, relationship; Key processes: …
Elaborations ScOT Terms
ACLFWU122 | 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
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
ACLGEU014
Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips[Key concepts: text structure, genre; Key processes: analysing, recognising, …
Elaborations ScOT Terms
ACLGEU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLHIC004
Locate specific phrases and points of information in simple texts such as charts, lists, stories and songs, and use the information to complete guided oral and written tasks[Key concepts: information, meaning, context, text; Key processes: making meaning, …
Elaborations ScOT Terms
ACLHIC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLHIC006
Participate in imaginative texts such as stories, rhymes, puppet shows, lullabies or action songs, and respond through singing, dancing, drawing, movement and action[Key concepts: rhythm, expression, character, response; Key processes: singing, responding, …
Elaborations ScOT Terms
ACLHIC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLHIC024
Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, character, plot; Key processes: responding, identifying, creating, …
Elaborations ScOT Terms
ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum