ACLTUC058

Present, reinterpret or create alternative versions of songs, images or stories, adapting events or characters to different modes or cultural contexts[Key concepts: creativity, characterisation, imagination, emotion; Key processes: adapting, composing, …

Elaborations ScOT Terms

ACLTUC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC073

Present information related to social and cultural issues or events of interest to their peer group, using different modes and formats to capture different perspectives[Key concepts: lifestyle, text production, perspective; Key processes: composing, summarising, …

Elaborations ScOT Terms

ACLTUC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC074

Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence[Key concepts: humour, effect, mood, composition; Key processes: analysing, comparing, narrating; Key text types: film, …

Elaborations ScOT Terms

ACLTUC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC075

Create a range of imaginative or expressive texts that reflect elements of their experience of living in Turkish- and English-speaking communities, and using language for humorous or emotive effect[Key concepts: expression, emotion, experience, culture; …

Elaborations ScOT Terms

ACLTUC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU081

Analyse how grammatical elements, such as rules of agglutination and cohesive devices, impact on more complex elements of text construction and word formation, such as mood, register and tense variation[Key concepts: agglutination, affixation, tense, …

Elaborations ScOT Terms

ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC091

Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages[Key concepts: imagination, creativity, character, narrative, representation; Key processes: …

Elaborations ScOT Terms

ACLTUC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUC092

Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres[Key concepts: humour, suspense, character, dramatisation; Key processes: composing, creating, performing; Key text types: …

Elaborations ScOT Terms

ACLTUC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUC109

Create imaginative texts in different modes and formats to entertain, convey ideas and express emotions for particular audiences[Key concepts: adaptation, audience, characterisation, context; Key processes: creating, adapting, performing; Key text types: …

Elaborations ScOT Terms

ACLTUC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIU014

Examine the structures and language features of a range of short familiar personal texts, including descriptive, informative and imaginative texts, and identify audience and purpose[Key concepts: text structure, audience, purpose; Key processes: recognising, …

Elaborations ScOT Terms

ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC022

Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types[Key concepts: representation, audience, purpose; Key processes: informing, …

Elaborations ScOT Terms

ACLVIC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU031

Analyse the relationship between context, purpose and audience, language features and cultural elements associated with different types of texts in actual or online contexts[Key concepts: register, text organisation, purpose, audience, culture; Key processes: …

Elaborations ScOT Terms

ACLVIU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLARC004

Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways[Key concepts: information, text; Key processes: …

Elaborations ScOT Terms

ACLARC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFU015

Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose[Key concepts: text, referent; Key processes: recognising, identifying, …

Elaborations ScOT Terms

ACLASFU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC040

Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection[Key concepts: informative text, topic, data, analysis; Key processes: interviewing, surveying, collating, analysing, summarising, …

Elaborations ScOT Terms

ACLASFC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU067

Distinguish between character and observer space, categorise different verb types and identify constructed action in a text[Key concepts: fully- or partly-lexical signs, character and observer space, depicting signs; Key processes: recognising, distinguishing, …

Elaborations ScOT Terms

ACLASFU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLHIU086

composing formal and informal versions of selected text genres, such as a written invitation and an invitation by text message, मोहन और गीताकी सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है; क्या तुम... के दिन.. समय मुझे मिल सकते हो?

Elaboration (5) | ACLHIU086 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIU104

recognising characteristic features of different text genres, such as headings, footnotes and reference lists in textbooks, rhetorical questions and persuasive language in advertisements, abbreviations and emoticons in emails and text messages, an opening …

Elaboration | ACLHIU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (5) ACLHIU122

composing a formal and an informal version of a selected text genre, such as a written invitation or a text message, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?

Elaboration (5) | ACLHIU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Foundation to Year 2 Chinese

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 9 and 10 Chinese

The nature of the learners Students have prior experience of learning Chinese 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 | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum