Elaboration (3) ACLITU032

understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa

Elaboration (3) | ACLITU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLJAC187

adapting existing texts to change the emotional effect or to represent different cultural values or experiences, for example, by changing the location, characters or era of a familiar story or cartoon

Elaboration | ACLJAC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Year 9 Science

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding …

Year 9 | Science | F-10 curriculum

Achievement Standard Geography Year 9

By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and …

Achievement Standard | Achievement Standards | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups …

History Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 7

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …

Achievement Standard | Achievement Standards | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLASFU068

recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS

Elaboration (1) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU085

analysing a video of a signed narrative and identifying the moments in which a signer shifts into a different role in CA, and how they show that, for example, eye gaze change

Elaboration (3) | ACLASFU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU031

viewing and listening to the opening of conversations in a range of situations, and finding key words participants use, noticing how these chunks of language can change depending on the situatio

Elaboration (1) | ACLCHU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLFWU100

understanding the concept of word formation, for example, how a word changes meaning and form with the addition/change of a suffix or prefix to convey different meanings

Elaboration | ACLFWU100 | 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

Elaboration (4) ACLCLE003

recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension

Elaboration (4) | ACLCLE003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (5) ACLCLU024

recognising common patterns of vowel change to identify words from the same root, for example, γίγνομαι/γένεσις, λέγω/λόγος

Elaboration (5) | ACLCLU024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (4) ACLCLE033

recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension

Elaboration (4) | ACLCLE033 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (3) ACLCLE035

identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt

Elaboration (3) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (6) ACLCLU054

recognising common patterns of vowel change to identify words from the same root, for example, capere: -cip (recipere)

Elaboration (6) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLARU152

Explore the origins of Arabic and how it has been influenced by and influences other languages[Key concepts: language, change, borrowing; Key processes: reflecting, selecting, connecting]

Elaborations ScOT Terms

ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU033

Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change[Key concepts: globalisation, popular culture; Key processes: reflecting, discussing, examining]

Elaborations ScOT Terms

ACLARU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFU106

Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages[Key concepts: language variation, influence, word-borrowing, change; Key processes: exploring, identifying, classifying, …

Elaborations ScOT Terms

ACLASFU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC169

Reflect on own intercultural experiences, and contrast ways in which people of different generations, genders and linguistic backgrounds use language and respond to different experiences[Key concepts: change, continuity; Key processes: reflecting, sh …

Elaborations ScOT Terms

ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWU168

Recognise that languages change over time[Key concepts: regional languages, language shift, language loss, borrowing, relatedness; Key processes: identifying, recognising, comparing]

Elaborations ScOT Terms

ACLFWU168 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum