ACLINC076

Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented[Key concept: representation; Key processes: interpreting, comparing, explaining]

Elaborations ScOT Terms

ACLINC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU099

Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning[Key concept: genre; Key process: analysing]

Elaborations ScOT Terms

ACLINU099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLINC110

Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why[Key concepts: equivalence, representation; Key processes: translating, comparing]

Elaborations ScOT Terms

ACLINC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLJAU195

Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English[Key concepts: textual conventions, language features, cohesion; Key processes: comparing, analysing, identifying]

Elaborations ScOT Terms

ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOU015

Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning[Key concepts: genre, audience, structure; Key processes: identifying, sequencing, …

Elaborations ScOT Terms

ACLKOU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLSPU176

Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages[Key concepts: register, comparison; Key process: analysing]

Elaborations ScOT Terms

ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU194

Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics[Key concepts: textual features, stylistic devices, perspective; Key processes: …

Elaborations ScOT Terms

ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLARU167

examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives

Elaboration (3) | ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU031

examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives

Elaboration (3) | ACLARU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLFRC094

collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in own short reports on topics such as les voyages, manger sain, les médias

Elaboration | ACLFRC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLGEC140

collecting and comparing information from a range of informative print media and digital texts on topics related to social and environmental issues, for example, family life, schooling in different cultural contexts, endangered animals, or innovative …

Elaboration | ACLGEC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEC005

creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of mus …

Elaboration (1) | ACLGEC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration ACLINC073

creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases

Elaboration | ACLINC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLJAC185

creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new …

Elaboration (1) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLKOC156

identifying and comparing perspectives represented in spoken and written informative texts, for example, 누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?

Elaboration (3) | ACLKOC156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOC195

creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases

Elaboration (1) | ACLKOC195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (4) ACLMGU184

explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

Elaboration (4) | ACLMGU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLSPC148

working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts

Elaboration (2) | ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC005

producing informative texts that combine print, digital or visual elements for specific audiences, for example, a brochure about their school or community for visiting students, a virtual tour of the neighbourhood, or a report on a favourite band or music …

Elaboration | ACLSPC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU196

understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, …

Elaboration (2) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum