Elaboration (3) ACLMGC026

creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά

Elaboration (3) | ACLMGC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLSPU194

creating sample texts for a resource bank, identifying key features and functions that characterise particular types of texts such as voicemail, slogans, informative articles or short stories

Elaboration (3) | ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLVIU153

recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories

Elaboration (3) | ACLVIU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIU014

recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, the date on diary entries and letters, titles for stories, and greetings for emails or conversations

Elaboration (1) | ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLASFC238

observing informative signed texts from the Deaf community and deaf-related organisations, such as emergency or advocacy texts, and rephrasing key points in a form suitable for a younger audience

Elaboration (1) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLCHC036

selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

Elaboration (4) | ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU173

reading samples of formal texts, such as news articles, official letters and informative reports, and identifying how the language use compares to their own everyday speech

Elaboration (3) | ACLCHU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC197

selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression

Elaboration (3) | ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHU206

reading samples of formal texts such as news articles, official letters and informative reports, and identifying how language use compares to their own everyday speech

Elaboration (4) | ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLFRU089

understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion …

Elaboration (1) | ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLHIC077

presenting information in the form of promotional or persuasive letters or speeches for audiences such as peers, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, …

Elaboration (3) | ACLHIC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLINU082

recognising features of spoken texts such as conversations and speeches, for example, the use of back channels (begitu, ya), discourse markers (nah, sekian), hesitations (anu) and non-standard expressions (Mau nggak?)

Elaboration | ACLINU082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLKOC195

producing texts for different types of audience (for example, classmates, parents, peers on social-networking websites, possible future employers) and for different purposes and in different contexts (for example, school, community, social clubs, part-time …

Elaboration | ACLKOC195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLSPC187

composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry …

Elaboration (2) | ACLSPC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLVIC178

producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, …

Elaboration | ACLVIC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLARU167

Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes[Key concept: textual conventions; Key processes: comparing, examining]

Elaborations ScOT Terms

ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU014

Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning[Key concepts: meaning, genre, structure; Key processes: identifying, sequencing, organising]

Elaborations ScOT Terms

ACLARU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLCHC036

Locate key points in written informative texts, summarising the points to report to known audiences[Key concept: information; Key processes: reading, viewing, summarising, analysing]

Elaborations ScOT Terms

ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC228

Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives[Key concept: perspective; Key processes: challenging, interpreting, informing]

Elaborations ScOT Terms

ACLCHC228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLGEU167

Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements[Key concepts: structure, conventions, purpose; Key processes: analysing, applying, d …

Elaborations ScOT Terms

ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum