{
    "identifier": "https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/languages",
    "title": "Tamil - Second Language",
    "published": "2024-05-15T12:41:00+08:00",
    "rights": {
		"statement": "© Copyright 2024 Schools Curriculum and Standards Authority",
		"licence": "https://k10outline.scsa.wa.edu.au/home/copyright"
	},
    "overview": {
    "narrativeStatements": [{
    "title": {
        "value":"Rationale",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33836_627531\">\r\n<p>The Western Australian Curriculum: Languages enables all students to communicate proficiently in a language other than English by providing students with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication.<\/p><p>Language learning broadens students&rsquo; horizons to include the personal, social, and employment opportunities that an increasingly interconnected and interdependent world presents. The interdependence of countries means that people in all spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in English is not sufficient, and a bilingual or plurilingual capability is the norm in most parts of the world.<\/p><p>The Western Australian Curriculum: Languages operates from the fundamental principle that for all students, learning to communicate in two or more languages is a rich and challenging experience of engaging with and participating in the linguistic and cultural diversity of our interconnected world. The curriculum builds upon students&rsquo; intercultural understanding and sense of identity as they are encouraged to explore and recognise their own linguistic, social, and cultural practices and identities as well as those associated with speakers of the language being learnt.<\/p><p>In the Western Australian Curriculum, the Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. Additionally, for the purposes of Languages education in Western Australia:<\/p><ul><li>the study of an Aboriginal Language is appropriate<\/li><li>students who speak English as a second language or as an additional language or dialect, and whose use of Standard Australian English is restricted, may substitute further studies in English for the study of another language<\/li><li>recently arrived migrants, for whom English is not their first language, may substitute English as a Second Language or further studies in English for the study of another language<\/li><li>schools may offer a language other than those for which syllabuses are provided by the Authority using ACARA's curriculum or a language curriculum approved by the Authority.<\/li><\/ul>\r\n<\/div>"
},{
    "title": {
        "value":"Aims",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33840_627535\">\r\n<p>The Western Australian Curriculum: Languages aims to develop the knowledge, understanding and skills to ensure that students:<\/p><ul><li>communicate in the target language<\/li><li>extend their literacy repertoires<\/li><li>understand language, culture, learning and their relationship, and thereby develop an intercultural capability in communication<\/li><li>develop understanding of and respect for diversity and difference, and an openness to different experiences and perspectives<\/li><li>develop an understanding of how culture shapes worldviews and extend their understanding of themselves, their own heritage, values, culture and identity<\/li><li>strengthen their intellectual, analytical and reflective capabilities, and enhance their creative and critical thinking skills<\/li><li>understand themselves as communicators.<\/li><\/ul>\r\n<\/div>"
},{
    "title": {
        "value":"Organisation",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33844_627539\">\r\n<h3>Content Structure<\/h3><p>The Languages curriculum is written on the basis that schools provide a Languages program, in at least one language, from Pre-primary to Year 10. However, where schools do not have a Languages program in place, the Authority requires schools to teach a minimum of one language, commencing with Year 3 in 2018 (4 in 2019, Year 5 in 2020, Year 6 in 2021, Year 7 in 2022, Year 8 in 2023). In Year 9 and Year 10 the study of Languages is optional.<\/p><h3>Second Language Pathway<\/h3><p>In the Western Australian Curriculum: Languages a pathway for second language learners has been developed as appropriate to cater for the dominant group(s) of students learning each specific language within the current Western Australian context. The Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. Additionally, ACARA's language curriculum or an Authority-approved language curriculum are recognised by the Authority as appropriate for language education in Western Australia.<\/p><h3>Sequences of learning<\/h3><p>The design of the Western Australian Curriculum: Languages takes into account different entry points into language learning across Pre-primary to Year 10, which reflects current practice in Languages. For the six second Language subjects, there are two learning sequences:<\/p><ul><li>Pre-primary &ndash; Year 10 sequence<\/li><li>Year 7 &ndash; Year 10 sequence.<\/li><\/ul><p>The content of the Western Australian Curriculum: Languages is organised into two interrelated strands: Communicating and Understanding. Together, these strands reflect three important aspects of language learning: performance of communication, analysing various aspects of language and culture involved in communication and understanding oneself as a communicator.<\/p><p>Within each strand, a set of sub-strands has been identified, which reflects dimensions of language use and the related content to be taught and learned. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.<\/p><h3>Communicating<\/h3><p>The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts. It involves learning to use the target language for a variety of purposes.<\/p><ul><li><em>Socialising<\/em><\/li><\/ul><p>The content focuses on interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.<\/p><ul><li><em>Informing<\/em><\/li><\/ul><p>The content develops skills to obtain, process, interpret and convey information through a range of oral, written and multimodal texts; and developing and applying knowledge.<\/p><ul><li><em>Creating<\/em><\/li><\/ul><p>The content focuses on students engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.<\/p><ul><li><em>Translating<\/em><\/li><\/ul><p>The content focuses on developing the skills to move between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.<\/p><ul><li><em>Reflecting<\/em><\/li><\/ul><p>The content focuses on providing opportunities for students to participate in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.<\/p><p>The Communicating strand involves various combinations of listening, speaking, reading, and writing skills:<\/p><ul><li>interacting and interpreting meaning (spoken and written reception)<\/li><li>interacting and creating meaning (spoken and written production)<\/li><\/ul><p>and incorporates diverse text types and task types.<\/p><h3>Understanding<\/h3><p>The Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.<\/p><ul><li><em>Systems of language<\/em><\/li><\/ul><p>The content focuses on students developing the understanding of language as a system, including sound, writing, grammatical and textual conventions.<\/p><ul><li><em>Language variation and change<\/em><\/li><\/ul><p>The content focuses on students developing the understanding of how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.<\/p><ul><li><em>The role of language and culture<\/em><\/li><\/ul><p>The content focuses on students analysing and understanding the role of language and culture in the exchange of meaning.<\/p><h3>Year level descriptions<\/h3><p>Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.<\/p><h3>Content descriptions<\/h3><p>Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.<\/p><p>Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities.<\/p><p>The additional content will not be reflected in the Achievement Standard.<\/p><h3>Achievement standards<\/h3><p>From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.<\/p><h3>Glossary<\/h3><p>A glossary is provided to support a common understanding of the key terms and concepts included in the core content.<\/p>\r\n<\/div>"
},{
    "title": {
        "value":"Student Diversity",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33848_627543\">\r\n<p>The School Curriculum and Standards Authority is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Western Australian students.<\/p><p>All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: Languages. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Western Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Western Australia and to personalise their learning.<\/p><h3>Students with disability<\/h3><p>The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.<\/p><p>Many students with disability are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning.<\/p><p>In some cases, curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent content in the Western Australian Curriculum: Languages. Teachers can draw from content at different levels along the Pre-primary &ndash; Year 10 sequence. Teachers can also use the general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need.<\/p><p>Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.<\/p><h3>English as an additional language or dialect<\/h3><p>Students for whom English is an additional language or dialect (EAL\/D) enter Western Australian schools at different ages and at different stages of English language learning and have various educational backgrounds in their first languages. While many EAL\/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there are a significant number of students who are not literate in their first language, and have had little or no formal schooling.<\/p><p>The Western Australian Curriculum: Languages is founded on contemporary understandings of language acquisition, where development and learning all the languages students experience in their socialisation and education form part of students&rsquo; distinctive linguistic and cultural repertoires. These are variously developed by both the experience of schooling and broader social community experience. These repertoires are an integral part of students&rsquo; identities and what they bring to the learning of additional languages as part of the languages learning area within the school curriculum.<\/p><p>While the Western Australian Curriculum: Languages primarily addresses the learning of languages, this learning cannot be separated from the development of students&rsquo; more general communicative repertoires. It is through such a relational and holistic approach to languages education that students develop their capabilities in knowing and using multiple languages. Students extend their communicative and conceptual development, learning and identity formation.<\/p><p>In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of English and another language (students&rsquo; first or additional language). These programs are of particular value in ensuring students continue to develop at least two languages that are of value to them. They are of value to both their conceptual development and learning and to their identity formation.<\/p><p>Aboriginal and Torres Strait Islander communities recognise the importance of literacy to their children. They support literacy education programs that are founded on establishing literacy in their children&rsquo;s first language. These are the Aboriginal and Torres Strait Islander languages their communities use. Literacy in English is regarded as concomitant on first establishing students&rsquo; literacy in their first language. Although most bilingual programs in Aboriginal and Torres Strait Islander languages are designed to help students&rsquo; transition into learning in English, their fundamental value is in the development of bilingual literacy. Strengthening the bilingual literacy of Aboriginal and Torres Strait Islander students can significantly contribute to improving their overall academic achievement and success.<\/p><p>While the aims of the Western Australian Curriculum: Languages are the same for all students, EAL\/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.<\/p><h3>Gifted and talented students<\/h3><p>Teachers can use the Western Australian Curriculum: Languages flexibly to meet the individual learning needs of gifted and talented students.<\/p><p>Teachers can enrich students' learning by providing them with opportunities to work with learning area content in more depth or breadth (e.g. using the additional content descriptions); emphasising specific aspects of the general capabilities learning continua (e.g. the higher order cognitive skills of the critical and creative thinking capability); and\/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later year levels in the Western Australian Curriculum: Languages and\/or from local, state and territory teaching and learning materials.<\/p>\r\n<\/div>"
},{
    "title": {
        "value":"Ways of Teaching",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33852_627547\">\r\n<p>The &lsquo;ways of teaching&rsquo; aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.<\/p><p>The &lsquo;ways of teaching&rsquo; complement the principles of teaching and learning in the <em>Western Australian Curriculum and Assessment Outline<\/em> (<a href=\"http:\/\/k10outline.scsa.wa.edu.au\">http:\/\/k10outline.scsa.wa.edu.au\/<\/a>). The principles focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice.<\/p><p>The Languages learning area is made up of six distinct subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. The content is presented through two interrelated strands Communicating and Understanding. The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts while the Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.<\/p><p>Through learning a language students learn to effectively communicate in the second language they are learning, develop an intercultural capability and understanding of the role of language and culture in communication and reflect on their language use and language learning.<\/p><h3>Languages<\/h3><p>Through Languages students learn to communicate across the five sub-strands of Socialising, Informing, Creating, Translating and Reflecting. Students analyse and develop their understanding of language and culture through the three sub-strands of Systems of language, Language variation and change and the Role of language and culture. The sub-strands are designed to be taught in an integrated way with the aim that they enrich the capability of the students to become successful intercultural communicators. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.<\/p><p>To support students' learning, teachers should develop teaching and learning programs in the Languages curriculum to ensure that:<\/p><ul><li>the prior knowledge of students is identified to establish a starting point for learning<\/li><li>in the early years, planning includes child-initiated, self-directed and play based activities<\/li><li>the sub-strands within the Communicating and Understanding strands are incorporated and integrated to ensure rich learning experiences<\/li><li>opportunities are provided for students to communicate in the target language and to reflect on their communication and language learning experiences<\/li><li>the target language is used as a means of instruction to build the students&rsquo; skills in comprehending spoken language.<\/li><\/ul><p>To engage students in the Languages curriculum, teachers typically create learning experiences which:<\/p><ul><li>draw on students&rsquo; personal interests, real-life experiences, or use stimulus materials to create meaningful linkages to the places where the target language is spoken<\/li><li>use a wide range of authentic texts that are in the target language such as websites, tickets, films, advertisements and children&rsquo;s picture books<\/li><li>involve students in the performance, analysis and creation of a range of creative and imaginative texts such as poems, plays, songs and stories<\/li><li>involve students in learning outside the classroom through exposure to authentic experiences and the facilitation of connection points with the local and wider community<\/li><li>provide opportunities for students to communicate with first language speakers of the language they are learning through written, digital or spoken communication<\/li><li>use new and emerging technologies to engage students in their language learning and to facilitate communication between first language speakers of the target language<\/li><li>include current and\/or recent events, issues or &lsquo;hot topics&rsquo; that are relevant to young people in the country\/countries where the target language is spoken.<\/li><\/ul><p>Figure 1 is a visual representation of ways of teaching Languages.<\/p><p>For information on how to collect evidence to inform planning for ongoing learning experiences in Languages, refer to &lsquo;Ways of Assessing&rsquo;.<\/p>\r\n<\/div>\r\n\r\n<div id=\"figure_1_627549\">\r\n\t\t\t\t\t<table class=\"image_table\">\r\n\t\t\t\t\t\t\t\t\t\t\t\t<tr>\r\n\t\t\t\t\t\t\t<td class=\"image_table_cell\" style=\"width:100%px; height: px;\">\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/image\/0015\/325500\/Languages.jpg\"\r\n\t\t\t\t\t\t\t\ttarget=\"blank\"\t\t\t\t\t\t\t\t>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img id=\"bodycopy_627546_content_type_image_979127_img\" src=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/image\/0015\/325500\/Languages.jpg\" style=\"width: 100%px;height: px;\" class=\"inline_image\" alt=\"\"\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\/>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/td>\r\n\t\t\t\t\t\t<\/tr>\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t<tr><td class=\"caption_table_cell\">Figure 1:\" Ways of teaching in Languages\"<\/td><\/tr>\r\n\t\t\t\t\t\t\t\t\t\t\t\t<\/table>\r\n\t\t\t\t\t\r\n<\/div>"
},{
    "title": {
        "value":"Ways of Teaching Video",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_23655_627553\">\r\n<iframe width=\"640\" height=\"360\" src=\"https:\/\/player.vimeo.com\/video\/194457438\" frameborder=\"0\" allowfullscreen=\"\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\"><\/iframe><p><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/word_doc\/0004\/341941\/Ways-of-Teaching_Languages-Overall-Transcipt.DOCX\" target=\"_blank\">Transcript<\/a><\/p>\r\n<\/div>"
},{
    "title": {
        "value":"Ways of Assessing",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33856_627557\">\r\n<p>The 'ways of assessing' complement 'ways of teaching' and aim to support teachers in developing effective assessment practices in the Languages.<\/p><p>The 'ways of assessing' also complement the principles of assessment contained in the <em>Western Australian Curriculum and Assessment Outline. <\/em>The assessment principles, reflective questions and assessment snapshots support teachers in reflecting on their own assessment practice in relation to each of the assessment principles. Here teachers will find:<\/p><ul><li>background information for each principle<\/li><li>reflective questions<\/li><li>guidance for addressing the principle within their own assessment practice.<\/li><\/ul><p>Refer to the <em>Western Australian Curriculum and Assessment Outline<\/em> (<a href=\"http:\/\/k10outline.scsa.wa.edu.au\">http:\/\/k10outline.scsa.wa.edu.au<\/a>) for further guidance on assessment principles, practices and phases of schooling.<\/p><p>The key to selecting the most appropriate assessment is in the answers to several reflective questions. For example:<\/p><ul><li>How do you use assessment as the starting point of your lesson planning?<\/li><li>Do your assessments have a clear purpose?<\/li><li>Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?<\/li><li>How do you use your observations of students (during the course of classroom activities, in assignments and in tests) to determine how learning can be improved?<\/li><li>How do you identify students' misconceptions or gaps in their learning?<\/li><li>How do you identify the next skill or understanding a student, or group of students, needs to learn?<\/li><li>What information do you collect to evaluate your own teaching?<\/li><li>How do you work with colleagues to evaluate student achievement data and how does this work inform your teaching?<\/li><li>What range of evidence do you draw on when you report student performance and evaluate your teaching?<\/li><\/ul><p>In the Languages, the two strands Communicating and Understanding are interrelated and inform and support each other. When developing assessment tasks, teachers provide students with opportunities to communicate in the language that they are learning and to demonstrate their understanding of the language needed for effective and interculturally appropriate communication. Assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. As students demonstrate their learning in different ways, teachers use ongoing assessment processes that include a diverse array of assessment strategies.<\/p><p>Refer to the <em>Judging Standards <\/em>tool in the <em>Western Australian Curriculum and Assessment Outline <\/em>(<a href=\"http:\/\/k10outline.scsa.wa.edu.au\/home\/judging-standards\">http:\/\/k10outline.scsa.wa.edu.au\/home\/judging-standards<\/a>) when reporting against the Achievement Standards; giving assessment feedback; or explaining the differences between one student's achievement and another's.<\/p><p>The following table provides examples of assessment strategies which can enable teachers to understand where students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.<\/p><table style=\"width: 100%;\" class=\"scenario\" id=\"table66645\"><thead><tr><th id=\"table66645r1c1\"><strong>Examples of assessment strategies<\/strong> <\/th><th id=\"table66645r1c2\"><strong>Examples of sources of evidence<\/strong> <\/th><\/tr><\/thead><tbody><tr><td headers=\"table66645r1c1\"><p><strong>Observation<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>Ongoing and first-hand observations of student learning, their responses, comprehension, pronunciation, use and understanding of a range of vocabulary and grammar documented by the teacher through the use of anecdotal notes, checklists, photographs, videos or audio recordings. Observation may take the following form:<\/p><br><ul>\r\n          <li>participation in group and whole class&nbsp;activities, such as jigsaw, gallery walks, flyswat, shared book reading or&nbsp;play-based learning<\/li><li>following instructions in the target language&nbsp;for a craft activity, sport, game or cooking<\/li><li>developing and performing in a role play<\/li><li>question and answer sessions<\/li><li>over the shoulder marking of student work.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Group activities<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>Cooperative activities that provide opportunities for individual and peer-learning. During group work, teachers should stop at key points to check individual student understanding.<\/p><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Short responses<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>Short responses to tasks may take the following form:<\/p><br><ul><li>drawing diagrams, maps, sketches or graphs<\/li><li>translating text from one language to another<\/li><li>cloze activities, multiple choice questions or&nbsp;jumbled sentences<\/li>\r\n          <li>participating in games, such as: sentence&nbsp;relay, hangman, anagrams, drawing a word\/ phrase, acting out a word\/phrase,&nbsp;asking questions to guess a character<\/li><li>short oral responses naming objects or images<\/li><li>colouring or circling an image to demonstrate&nbsp;comprehension of spoken text<\/li><li>reading for information in a written text<\/li><li>listening for information in a spoken text<\/li><li>writing a blog post, shopping list, diary&nbsp;entry, poem, postcard, song lyrics, menu, recipe, invitation, message, speech&nbsp;bubbles or comic strip<\/li><li>giving short oral descriptions of a stimulus&nbsp;picture.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Extended responses<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>Extended responses to tasks are longer answers that may take the following form:<\/p><br><ul>\r\n                <li>response to a statement or question, such as an&nbsp;email, blog post, letter, diary entry, article, short story, account or&nbsp;personal profile<\/li>\r\n                <li>response to an experience, such as a film&nbsp;review, restaurant review, or report on an excursion<\/li>\r\n                <li>response to information and or data, such as&nbsp;newspaper articles, artefacts, blog or table of statistics.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Practical and authentic tasks<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>The demonstration of learning through practical authentic or simulated activities may take the following form:<\/p><br><ul><li>following instructions to perform a&nbsp;traditional or modern dance<\/li><li>cooking food and selling it at a food stall<\/li><li>setting up and running a class caf\u00e9<\/li><li>contributing to a class blog<\/li><li>purchasing or exchanging items from a stall<\/li><li>creating an itinerary or schedule for a class&nbsp;trip or excursion<\/li><li>conversing with speakers of the target&nbsp;language through the Internet.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Performances or oral presentations<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>The demonstration of learning in practical performances or presentations, interviews, role play, speeches, simulations, debates and performances may take the following form:<\/p><br><ul><li>conducting an interviewing and being&nbsp;interviewed<\/li><li>performing a song or acting in a play<\/li><li>performing a story telling, puppet show,&nbsp;poetry recital, radio program, weather report<\/li><li>participating in a debate<\/li><li>delivering a speech<\/li>\r\n                <li>participating in a simulation activity, such as&nbsp;asking and following directions, purchasing items from a stall<\/li><li>participating in shared, sustained&nbsp;conversation.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Visual representations<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>The demonstration of learning through making connections, showing relationships and concept mapping of student knowledge through visual representations may take the following form:<\/p><br><ul><li>displaying information on Venn diagrams, maps,&nbsp;posters, graphs, tables, concept maps, timelines, brochures and charts<\/li><li>creating digital presentations with slides,&nbsp;animation or video<\/li><li>creating a comic strip or story board<\/li><li>translating information from written text into&nbsp;a timeline or concept map.<\/li><\/ul><\/td><\/tr><tr><td headers=\"table66645r1c1\"><p><strong>Portfolios<\/strong><\/p><\/td><td headers=\"table66645r1c2\"><p>Collections of student work that provide long-term documentation of student progress and achievement may take the following form:<\/p><br><ul><li>video and audio recordings of student work<\/li>\r\n                <li>written samples of work, such as a student&nbsp;diary, journal of a class mascot, record of class rules\/routines, labelled&nbsp;drawings of favourite characters from stories.<\/li><\/ul><\/td><\/tr><\/tbody><\/table>\r\n\r\n<\/div>"
},{
    "title": {
        "value":"General Capabilities",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33860_627561\">\r\n<p>The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work in the 21st century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for their Languages subjects. The general capabilities are not assessed unless they are identified within the content.<\/p><h3>Literacy<\/h3><p>Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.<\/p><p>In the Languages, learners of all languages are afforded opportunities for overall literacy development; strengthening literacy-related capabilities that are transferable across the language being learnt, their first language and English. For language learners, literacy involves skills and knowledge that need guidance, time and support to develop. These skills include:<\/p><ul><li>developing an ability to decode and encode from sound to written systems<\/li><li>mastering of grammatical, orthographic and textual conventions<\/li><li>developing semantic, pragmatic and critical literacy skills.<\/li><\/ul><h3>Numeracy<\/h3><p>Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.<\/p><p>In the Languages, learners of all languages are afforded opportunities to develop, use and understand patterns, order and relationships, to reinforce concepts, such as number, time and space, in their own and in others&rsquo; cultural and linguistic systems.<\/p><h3>Information and communication technology (ICT) capability<\/h3><p>Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas; solve problems; and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students in learning to make the most of the technologies available to them; adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.<\/p><p>Each Languages subject is enhanced through the use of information and communication technology; accessing live language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge.<\/p><h3>Critical and creative thinking<\/h3><p>Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to reflect broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.<\/p><p>In the Languages, as students learn to interact with people from diverse backgrounds and as they explore and reflect critically, they learn to notice, connect, compare, and analyse aspects of the language and culture. As a result, they develop critical thinking skills as well as analytical and problem-solving skills.<\/p><h3>Personal and social capability<\/h3><p>Students develop personal and social capability as they learn to understand themselves and others, manage their relationships, lives, work and learning more effectively. The personal and social capability involves students in a range of practices including recognising and regulating emotions; developing empathy for, and understanding of others; establishing positive relationships; making responsible decisions; working effectively in teams; and handling challenging situations constructively.<\/p><p>This involves understanding and empathising, which are important elements of social and intercultural competence. Being open-minded and recognising that people view and experience the world in different ways and learning to interact in a collaborative and respectful manner are key elements of personal and social competence.<\/p><p>In the Languages, learning to interact in a collaborative and respectful manner, being open-minded and recognising that people view and experience the world in different ways are key elements of personal and social competence. Interacting effectively in an additional language and with people of diverse language backgrounds involves negotiating and interpreting meaning in a range of social and cultural situations; essential aspects of learning another language.<\/p><h3>Ethical understanding<\/h3><p>Across the Western Australian Curriculum, students develop ethical understanding as they identify and investigate ethical concepts, values, character traits and principles and understand how reasoning can assist ethical judgement. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.<\/p><p>In the Languages, students learn to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving and acting in the world. Opportunities are provided to monitor and to adjust their own ethical points of view.<\/p><h3>Intercultural understanding<\/h3><p>Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.<\/p><p>In the Languages, development of intercultural understanding is a central aim, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Students bring to their learning various preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) to their learning that can be challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral to language learning and is the key to the development of students&rsquo; intercultural capability. By learning a new language students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the new language. They begin to see the complexity, variability and sometimes the contradictions involved in using language.<\/p><p>Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which broadens the students&rsquo; communicative repertoire, providing additional resources for interpreting and making meaning. Students come to realise that interactions between different people through the use of different languages also involves interactions between the different kinds of knowledge, understanding and values that are articulated through language(s) and culture(s). They realise that successful intercultural communication is not only determined by what they do or say, but also by what members of the other language and culture understand from what they say or do.<\/p>\r\n<\/div>"
},{
    "title": {
        "value":"Cross-Curriculum Priorities",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33864_627565\">\r\n<p>The cross-curriculum priorities address the contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Languages. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content.<\/p><h3>Aboriginal and Torres Strait Islander histories and cultures<\/h3><p>Across the Western Australian Curriculum: Languages, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of young people to participate positively in the ongoing development of Australia.<\/p><p>In the Languages subjects students are provided with opportunities to develop an understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages.<\/p><h3>Asia and Australia's engagement with Asia<\/h3><p>Across the Western Australian Curriculum: Languages, students are able to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Asian cultures.<\/p><p>In all the languages, the priority of Asia and Australia's engagement with Asia provides opportunities for students to develop an appreciation for the place of Australia within the Asian region. They learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context. The curriculum also provides students with opportunities to engage with a range of texts and concepts related to:<\/p><ul><li>Asia and Australia&rsquo;s engagement with Asia<\/li><li>the languages and cultures of Asia<\/li><li>people of Asian heritage who reside in Australia.<\/li><\/ul><h3>Sustainability<\/h3><p>Across the Western Australian Curriculum: Languages, the sustainability priority allows students to develop knowledge, skills and understanding about sustainability within particular cultural contexts. This is crucial in the context of national and international concerns about, for example, climate change, food shortages, and alternative ways of caring for land and agriculture, social and political change, conservation and how language and culture evolve. Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable.<\/p>\r\n<\/div>"
},{
    "title": {
        "value":"Scope and Sequence",
        "language": "en-AU"
    },
    "text":"<div id=\"content_container_33836_612985\">\r\n<h3>Pre-primary to Year 10<\/h3><div class=\"documentList\"><ul><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0016\/1035304\/Western_Australian_Aboriginal_Languages_Noongar_Language_Revival_Pre-Primary_to_Year_10_Scope_and_Sequence_2023.pdf\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Western Australian Aboriginal Languages Noongar (Language Revival) - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/home\/teaching\/curriculum-browser\/languages\/scope-and-sequence\/Chinese-Second-Language_P-10_Scope-and-Sequence_Phase-21_June_2016.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Chinese: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0010\/189532\/French-Second-Language-P-10_Scope-and-Sequence_Phase-1_June_2016.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> French: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0011\/189533\/German-Second-Language_P-10_Scope-and-Sequence_Phase-1_June_20162.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> German: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0013\/1035301\/Hindi-Second-Language-Pre-Primary-to-Year-10-Scope-and-Sequence-2023.pdf\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Hindi: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0003\/189534\/Indonesian-Second-Language_P-10_Scope-and-Sequence_Phase-1_June_2016.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Indonesian: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0004\/189535\/Italian-Second-Language_P-10_Scope-and-Sequence_Phase-1_June_2016.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Italian: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0005\/189536\/Japanese-Second-Language-P-10_Scope-and-Sequence_Phase-21_June_2016.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Japanese: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0014\/1035302\/Korean_Second_Language_Pre-Primary_to_Year_10_Scope_and_Sequence_2023.pdf\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Korean: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0015\/1035303\/Tamil_Second_Language_Pre-Primary_to_Year_10_Scope_and_Sequence_2023.pdf\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Tamil: Second Language - Pre-primary to Year 10 - Scope and Sequence<\/a><\/span><\/li><\/ul><h3>Year 7 to Year 10<\/h3><ul><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0020\/609005\/Languages_Chinese_Second_Language_Year_7_to_Year_10_Sequence_Scope_and_Sequence_2020.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Chinese: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0020\/610283\/Languages_French_Second_Language_Year_7_to_Year_10_Sequence_Scope_and_Sequence_2020.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> French: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0006\/611088\/Languages_German_Second_Language_Year_7_to_Year_10_Sequence_Scope_and_Sequence_2020.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> German: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0004\/610285\/Languages-Indonesian-Second-Language-Year-7-to-Year-10-Sequence-Scope-and-Sequence_2020.pdf\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Indonesian: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0004\/610591\/Languages_Italian_Second_Language_Year_7_to_Year_10_Sequence_Scope_and_Sequence_2020.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Italian: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><li><span class=\"SLprimary\"><a href=\"https:\/\/k10outline.scsa.wa.edu.au\/__data\/assets\/pdf_file\/0005\/609035\/Languages_Japanese_Second_Language_Year_7_to_Year_10_Sequence_Scope_and_Sequence_2020.PDF\" target=\"_blank\"><i class=\"fa fa-file-pdf-o\"><\/i> Japanese: Second Language - Year 7 to Year 10 - Scope and Sequence<\/a><\/span><\/li><\/ul><\/div>\r\n<\/div>"
}],
    "relatedResources": [],
    "glossary": [{
    "term": {
        "value":"accent",
        "language": "en-AU"
    },
    "definition":"<p>A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation.<\/p>"
},{
    "term": {
        "value":"accent marks",
        "language": "en-AU"
    },
    "definition":"<p>Marks placed on a letter to indicate pronunciation, stress or intonation, or to indicate a different meaning or different grammatical usage for the word within which they appear. For example, <em>r\u00e9sum\u00e9, pi\u00f1ata, ou\/o\u00f9<\/em>.<\/p>"
},{
    "term": {
        "value":"accuracy",
        "language": "en-AU"
    },
    "definition":"<p>Production of structurally correct forms of the target language.<\/p>"
},{
    "term": {
        "value":"adjective",
        "language": "en-AU"
    },
    "definition":"<p>A word that modifies or describes a noun or pronoun. For example, <em>astonishing<\/em> in <em>an astonishing discovery.<\/em><\/p>"
},{
    "term": {
        "value":"adverb",
        "language": "en-AU"
    },
    "definition":"<p>A word class that may modify or qualify a verb, an adjective or another adverb. For example, <em>beautifully <\/em>in <em>she sings beautifully<\/em>; <em>really<\/em> in <em>he is really interesting<\/em>; <em>very<\/em> and <em>slowly<\/em> in <em>she walks very slowly.<\/em><\/p>"
},{
    "term": {
        "value":"adverbial",
        "language": "en-AU"
    },
    "definition":"<p>A word or group of words that functions as an adverb.<\/p>"
},{
    "term": {
        "value":"alliteration",
        "language": "en-AU"
    },
    "definition":"<p>A recurrence of the same consonant sounds at the beginning of words in close succession (for example, ripe, red raspberry).<\/p>"
},{
    "term": {
        "value":"audience",
        "language": "en-AU"
    },
    "definition":"<p>Intended readers, listeners or viewers.<\/p>"
},{
    "term": {
        "value":"authentic (texts/materials)",
        "language": "en-AU"
    },
    "definition":"<p>Texts or materials produced for &lsquo;real-life&rsquo; purposes and contexts as opposed to being created specifically for learning tasks or language practice.<\/p>"
},{
    "term": {
        "value":"author",
        "language": "en-AU"
    },
    "definition":"<p>A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).<\/p>"
},{
    "term": {
        "value":"auxiliary verb",
        "language": "en-AU"
    },
    "definition":"<p>A verb that combines with another verb in a verb phrase to form tense, mood, voice or condition.<\/p>"
},{
    "term": {
        "value":"background language",
        "language": "en-AU"
    },
    "definition":"<p>Students who may use the target language at home (not necessarily exclusively) and have knowledge of the target language to varying degrees (for example, vocabulary, phonological accuracy, fluency, and readiness to use the language) and have a base for literacy development in that language form the target audience for Background Language subjects.<\/p>"
},{
    "term": {
        "value":"bilingualism",
        "language": "en-AU"
    },
    "definition":"<p>An ability to use two or more languages.<\/p>"
},{
    "term": {
        "value":"biography",
        "language": "en-AU"
    },
    "definition":"<p>A detailed account of an individual&rsquo;s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity.<\/p>"
},{
    "term": {
        "value":"character components",
        "language": "en-AU"
    },
    "definition":"<p>Individual elements of a written Chinese or Japanese character which have a separate linguistic identity.<\/p>"
},{
    "term": {
        "value":"characters",
        "language": "en-AU"
    },
    "definition":"<p>(i) graphic symbols used in writing in some languages<\/p><p>(ii) assumed roles in dramatic performance<\/p>"
},{
    "term": {
        "value":"clause",
        "language": "en-AU"
    },
    "definition":"<p>A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.<\/p>"
},{
    "term": {
        "value":"code-switching",
        "language": "en-AU"
    },
    "definition":"<p>A use of more than one language in a single utterance. For example, <em>Papa, can you buy me a panini, please?<\/em> A common feature of bilingual and multilingual language use.<\/p>"
},{
    "term": {
        "value":"cognates",
        "language": "en-AU"
    },
    "definition":"<p>Similar or identical words which have shared origins. For example, <em>father <\/em>(English), <em>Vater<\/em> (German) and <em>pater <\/em>(Latin) have a shared origin. <em>Gratitude<\/em> (English) and <em>gratitud<\/em> (Spanish) are both derived from <em>gratitudo<\/em> (Latin).<\/p>"
},{
    "term": {
        "value":"cohesion",
        "language": "en-AU"
    },
    "definition":"<p>Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for example, <em>study\/laze about<\/em>, <em>ugly\/beautiful<\/em>), repetition (for example, <em>work, work, work &ndash; that&rsquo;s all we do!) <\/em>and collocation (for example<em>, friend<\/em> and <em>pal<\/em> in, <em>My friend did me a big favour last week. She&rsquo;s been a real pal<\/em>.)<\/p>"
},{
    "term": {
        "value":"collocation",
        "language": "en-AU"
    },
    "definition":"<p>Words that typically occur in close association and in particular sequence. For example, <em>salt and pepper<\/em> rather than <em>pepper and salt<\/em> and <em>ladies<\/em> <em>and<\/em> <em>gentlemen<\/em> rather than <em>gentlemen<\/em> and <em>ladies<\/em>.<\/p>"
},{
    "term": {
        "value":"communicating",
        "language": "en-AU"
    },
    "definition":"<p>Communicating involves using language for communicative purposes in interpreting, creating and exchanging meaning.<\/p>"
},{
    "term": {
        "value":"communication",
        "language": "en-AU"
    },
    "definition":"<p>A mutual and reciprocal exchange of meaning.<\/p>"
},{
    "term": {
        "value":"communicative competence",
        "language": "en-AU"
    },
    "definition":"<p>An acquired capability to understand and interact in context using the target language (TL). Defined by the use of appropriate phonological, lexical, grammatical, sociolinguistic and intercultural elements.<\/p>"
},{
    "term": {
        "value":"complex sentence",
        "language": "en-AU"
    },
    "definition":"<p>A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by square brackets: <em>I took my umbrella <\/em>[<em>because it was raining<\/em>];<em> The man <\/em>[<em>who came to dinner<\/em>]<em> is my brother.<\/em><\/p>"
},{
    "term": {
        "value":"complexity",
        "language": "en-AU"
    },
    "definition":"<p>A degree to which language use is complex as opposed to simple. Elements of language complexity include:<\/p>"
},{
    "term": {
        "value":"composing",
        "language": "en-AU"
    },
    "definition":"<p>A process of producing written, spoken, graphic, visual or multi-modal texts. It also includes applying knowledge and control of language forms, features and structures required to complete the task.<\/p>"
},{
    "term": {
        "value":"compound sentence",
        "language": "en-AU"
    },
    "definition":"<p>A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as <em>or, and, but.<\/em> In the following examples, the main clauses are indicated by square brackets: [<em>Alice came home this morning<\/em>] [<em>but she didn't stay long<\/em>]. [<em>Kim is an actor<\/em>], [<em>Pat is a teacher<\/em>], [<em>and Sam is an architect<\/em>].<\/p>"
},{
    "term": {
        "value":"comprehension strategies",
        "language": "en-AU"
    },
    "definition":"<p>Strategies and processes used by listeners, readers and viewers of text to understand and make meaning. These include:<\/p><ul type=\"disc\"><li>making hypotheses based on illustrations or text layout<\/li><\/ul><ul type=\"disc\"><li>drawing on language knowledge and experience (for example, gender forms)<\/li><\/ul><ul type=\"disc\"><li>listening for intonation or expression cues<\/li><\/ul><ul type=\"disc\"><li>interpreting grapho-phonic, semantic and syntactic cues.<\/li><\/ul>"
},{
    "term": {
        "value":"comprehension/comprehending",
        "language": "en-AU"
    },
    "definition":"<p>An active process of making\/constructing\/deciphering meaning of language input through listening, reading, viewing, touching (as in braille) and combinations of these modes. It involves different elements: decoding, working out meaning, evaluating and imagining. The process draws upon the learner&rsquo;s existing knowledge and understanding<em>, <\/em>text&ndash;processing strategies and capabilities; for example, inferencing or applying knowledge of text types and social and cultural resources.<\/p>"
},{
    "term": {
        "value":"concrete language",
        "language": "en-AU"
    },
    "definition":"<p>A language used to refer to the perceptible and material world and to particular persons, places and objects. For example, <em>school<\/em>, <em>girl<\/em>; as opposed to <em>abstract language, <\/em>used to refer to ideas or concepts removed from the material world such as <em>peace, kindness, beauty.<\/em><\/p>"
},{
    "term": {
        "value":"conjunction",
        "language": "en-AU"
    },
    "definition":"<p>A part of speech that signals relationships between people, things, events, ideas. For example, <em>Sophie and her mother might come and visit, or they might stay at home<\/em>. The conjunction <em>and <\/em>links the two participants, while <em>or <\/em>links alternative options.<\/p>"
},{
    "term": {
        "value":"content",
        "language": "en-AU"
    },
    "definition":"<p>A subject matter used as a vehicle for language learning.<\/p>"
},{
    "term": {
        "value":"context",
        "language": "en-AU"
    },
    "definition":"<p>An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.<\/p>"
},{
    "term": {
        "value":"convention",
        "language": "en-AU"
    },
    "definition":"<p>An accepted language or communicative practice that has developed and become established over time. For example, use of punctuation or directionality.<\/p>"
},{
    "term": {
        "value":"create",
        "language": "en-AU"
    },
    "definition":"<p>Develop and\/or produce spoken, written or multimodal texts in print or digital forms.<\/p>"
},{
    "term": {
        "value":"creating",
        "language": "en-AU"
    },
    "definition":"<p>Creating involves engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.<\/p>"
},{
    "term": {
        "value":"cues",
        "language": "en-AU"
    },
    "definition":"<p>Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual.<\/p>"
},{
    "term": {
        "value":"culture",
        "language": "en-AU"
    },
    "definition":"<p>In earlier models of language teaching and learning, <em>culture<\/em> was represented as a combination of literary and historical resources, and visible, functional aspects of a community group&rsquo;s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture. Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which:<\/p><ul type=\"disc\"><li>people see, think, interpret the world and experience<\/li><\/ul><ul type=\"disc\"><li>make assumptions about self and others<\/li><\/ul><ul type=\"disc\"><li>understand and represent individual and community identity.<\/li><\/ul><p>Culture involves understandings about &lsquo;norms&rsquo; and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding.<\/p>"
},{
    "term": {
        "value":"de-centre",
        "language": "en-AU"
    },
    "definition":"<p>A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look critically and objectively at one&rsquo;s own linguistic and cultural behaviour.<\/p>"
},{
    "term": {
        "value":"decode",
        "language": "en-AU"
    },
    "definition":"<p>A process of working out the meaning of a text. Decoding strategies involve readers\/listeners\/viewers drawing on contextual, lexical, alphabetic, grammatical and phonic knowledge to decipher meaning. Readers who decode effectively combine these forms of knowledge fluently and automatically, using meaning to recognise when they make an error and to self-correct.<\/p>"
},{
    "term": {
        "value":"dialect",
        "language": "en-AU"
    },
    "definition":"<p>A variant of a language that is characteristic of a region or social group.<\/p>"
},{
    "term": {
        "value":"diaspora",
        "language": "en-AU"
    },
    "definition":"<p>A scattered population with a common origin in a smaller geographical area.<\/p>"
},{
    "term": {
        "value":"digital media",
        "language": "en-AU"
    },
    "definition":"<p>Various platforms via which people communicate electronically.<\/p>"
},{
    "term": {
        "value":"digital texts",
        "language": "en-AU"
    },
    "definition":"<p>Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature.<\/p>"
},{
    "term": {
        "value":"digraph",
        "language": "en-AU"
    },
    "definition":"<p>Two letters that represent a single sound:<\/p><ul type=\"disc\"><li>vowel digraphs have two vowels (for example, <em>oo<\/em>, <em>ea<\/em>)<\/li><\/ul><ul type=\"disc\"><li>consonant digraphs have two consonants (for example, <em>sh<\/em>, <em>th<\/em>)<\/li><\/ul>"
},{
    "term": {
        "value":"diphthongs",
        "language": "en-AU"
    },
    "definition":"<p>Two vowel sounds pronounced in a single syllable with the individual vowel sounds distinguished, for example, <em>hour.<\/em><\/p>"
},{
    "term": {
        "value":"directionality",
        "language": "en-AU"
    },
    "definition":"<p>A direction in which writing\/script occurs, for example, from left to right, right to left.<\/p>"
},{
    "term": {
        "value":"encode",
        "language": "en-AU"
    },
    "definition":"<p>A process of changing spoken language into symbols of written\/digital language.<\/p>"
},{
    "term": {
        "value":"enunciation",
        "language": "en-AU"
    },
    "definition":"<p>A clear and distinct pronunciation of language.<\/p>"
},{
    "term": {
        "value":"face",
        "language": "en-AU"
    },
    "definition":"<p>A &lsquo;socio-dynamic&rsquo; term which concerns self-delineated worth that comes from knowing one&rsquo;s status. Relates to concepts, such as reputation, self-respect, honour and prestige. A key element of social relations in Chinese, Japanese and many other cultures.<\/p>"
},{
    "term": {
        "value":"filler",
        "language": "en-AU"
    },
    "definition":"<p>A sound or word used in spoken conversation to signal a pause, hesitation or unfinished contribution. For example, <em>I went to the station...er... then I caught a train...<\/em> Frequent use of fillers characterises early stages of second language (L2) development, but proficient speakers and first language (L1) speakers also use them as an opportunity to reflect or recast.<\/p>"
},{
    "term": {
        "value":"first language",
        "language": "en-AU"
    },
    "definition":"<p>First Language subjects are aimed at students who are users of the target language and have undertaken at least primary schooling in the target language. They have had their primary socialisation as well as initial literacy development in that language and they use the target language at home. It also relates to students learning Aboriginal languages and Torres Strait Islander languages and includes learners whose primary socialisation is in the target language and who may or may not have yet developed initial literacy.<\/p>"
},{
    "term": {
        "value":"fluency",
        "language": "en-AU"
    },
    "definition":"<p>An ability to produce spoken or written language with appropriate phrasing, rhythm and pace. It involves the smooth flow of language, lack of hesitation or undue pausing and characterises the largely accurate use and automatisation of the target language.<\/p>"
},{
    "term": {
        "value":"form-focused learning activities",
        "language": "en-AU"
    },
    "definition":"<p>Activities designed to rehearse, practise, control and demonstrate particular language structures, forms or features. For example, drills, rehearsed role plays\/dialogues, games and songs, set sequences of language patterns.<\/p>"
},{
    "term": {
        "value":"formulaic language",
        "language": "en-AU"
    },
    "definition":"<p>Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis. For example, <em>Once upon a time ... <\/em>(story-starter);<em> G&rsquo;day, how are you going? (<\/em>greeting in Australian English).<\/p>"
},{
    "term": {
        "value":"framing",
        "language": "en-AU"
    },
    "definition":"<p>A way in which elements of text are arranged to create a specific interpretation of the whole.<\/p>"
},{
    "term": {
        "value":"genre",
        "language": "en-AU"
    },
    "definition":"<p>A category used to classify text types and language use; characterised by distinguishing features, such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres, such as narrative or persuasive text, creative performance and debates.<\/p><p>The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text.<\/p>"
},{
    "term": {
        "value":"grapho-phonic knowledge",
        "language": "en-AU"
    },
    "definition":"<p>Knowledge of how letters in printed language relate to the sounds of the language and of how symbols (letters, characters) represent spoken language.<\/p>"
},{
    "term": {
        "value":"homophone",
        "language": "en-AU"
    },
    "definition":"<p>A word identical in pronunciation with another but different in meaning, for example, <em>bare <\/em>and <em>bear, air <\/em>and <em>heir<\/em>.<\/p>"
},{
    "term": {
        "value":"honorific",
        "language": "en-AU"
    },
    "definition":"<p>A grammatical form, typically a word or affix that has at least part of its meaning the relative social status of the speaker in relation to the addressee, other participant or context. Parts of speech which signify respect, politeness and emphasize social distance or status.<\/p>"
},{
    "term": {
        "value":"identity",
        "language": "en-AU"
    },
    "definition":"<p>A person&rsquo;s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Second language learners&rsquo; experience with different linguistic and cultural systems introduces them to alternative ways of considering the nature and the possibilities associated with identity.<\/p>"
},{
    "term": {
        "value":"idiomatic expressions",
        "language": "en-AU"
    },
    "definition":"<p>A group of (more or less) fixed words having a meaning not deducible from the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit (for example, <em>I am over the moon<\/em>, <em>on thin ice, a fish out of water, fed up to the back teeth<\/em>).<\/p>"
},{
    "term": {
        "value":"imaginative texts",
        "language": "en-AU"
    },
    "definition":"<p>Their primary purpose is to entertain through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and multimodal texts, such as film.<\/p>"
},{
    "term": {
        "value":"infinitive",
        "language": "en-AU"
    },
    "definition":"<p>A base form of a verb.<\/p>"
},{
    "term": {
        "value":"informative texts",
        "language": "en-AU"
    },
    "definition":"<p>Their primary purpose is to provide information. They include texts that are culturally important in society and are valued for their informative content, as a store of knowledge and for their value as part of everyday life. These texts include explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news bulletins.<\/p>"
},{
    "term": {
        "value":"informing",
        "language": "en-AU"
    },
    "definition":"<p>Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.<\/p>"
},{
    "term": {
        "value":"input",
        "language": "en-AU"
    },
    "definition":"<p>Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes.<\/p>"
},{
    "term": {
        "value":"intensifiers",
        "language": "en-AU"
    },
    "definition":"<p>Words that are usually used with adjectives to emphasise their meaning and are expressed by means of an adverb (for example, <em>very interesting<\/em>;<em> awfully boring<\/em>).<\/p>"
},{
    "term": {
        "value":"intercultural capability",
        "language": "en-AU"
    },
    "definition":"<p>An ability to understand and to engage in the relationship between language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to decentre, to look objectively at one&rsquo;s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours. Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to diversity and difference.<\/p>"
},{
    "term": {
        "value":"intercultural language teaching and learning",
        "language": "en-AU"
    },
    "definition":"<p>An orientation to language teaching and learning that informs current curriculum design; framed by the understanding that language and culture are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language&ndash;culture systems. It includes the reflexive and reciprocal dimension of attention to learners&rsquo; own language(s) and cultural frame(s).<\/p>"
},{
    "term": {
        "value":"interpret",
        "language": "en-AU"
    },
    "definition":"<p>In the context of L2 learning, <em>interpret<\/em> refers to two distinct processes:<\/p><ul type=\"disc\"><li>the act of translation from one language to another<\/li><li>the process of understanding and explaining; the ability to conceive significance and construct meaning, and to explain to self or others.<\/li><\/ul>"
},{
    "term": {
        "value":"intonation",
        "language": "en-AU"
    },
    "definition":"<p>A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, for example, to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations.<\/p>"
},{
    "term": {
        "value":"language",
        "language": "en-AU"
    },
    "definition":"<p>A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.<\/p><p>Language is described and employed:<\/p><ul type=\"disc\"><li><strong>as code <\/strong>&ndash; comprising systems, rules, a fixed body of knowledge; for example, grammar and vocabulary, sound and writing systems<\/li><\/ul><ul type=\"disc\"><li><strong>as social practice <\/strong>&ndash; used to do things, create relationships, interact with others, represent the world and the self; to organise social systems and practices in dynamic, variable, and changing ways<\/li><\/ul><ul type=\"disc\"><li><strong>as cultural and intercultural practice <\/strong>&ndash; means by which communities construct and express their experience, values, beliefs and aspirations<\/li><\/ul><ul type=\"disc\"><li><strong>as cognitive process <\/strong>&ndash; means by which ideas are shaped, knowledge is constructed, and analysis and reflection are structured.<\/li><\/ul>"
},{
    "term": {
        "value":"language comprehension",
        "language": "en-AU"
    },
    "definition":"<p>A process of interpreting meaning from spoken, written, tactile and multimodal representations of language.<\/p>"
},{
    "term": {
        "value":"language features",
        "language": "en-AU"
    },
    "definition":"<p>Features of language that support meaning; for example, sentence structure, noun group\/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production.<\/p>"
},{
    "term": {
        "value":"language functions",
        "language": "en-AU"
    },
    "definition":"<p>Varied ways in which language is used to achieve particular purposes; for example, to persuade, to entertain, to apologise, to argue and\/or to compliment.<\/p>"
},{
    "term": {
        "value":"language patterns",
        "language": "en-AU"
    },
    "definition":"<p>Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem.<\/p>"
},{
    "term": {
        "value":"language specificity",
        "language": "en-AU"
    },
    "definition":"<p>Distinguishing features of a particular language. These include lexico-grammatical and textual features, writing system(s), phonetic systems, and cultural elements which influence language use, such as:<\/p><ul type=\"disc\"><li>politeness or kinship protocols<\/li><\/ul><ul type=\"disc\"><li>the nature of language communities which use the language<\/li><\/ul><ul type=\"disc\"><li>the historical and\/or current relationship of a language with education in Australia<\/li><\/ul><ul type=\"disc\"><li>features of its &lsquo;learnability&rsquo; in terms of teaching and learning in the context of Australian schooling.<\/li><\/ul>"
},{
    "term": {
        "value":"language systems/systems of language",
        "language": "en-AU"
    },
    "definition":"<p>Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.<\/p><p>Systems of language relates to understanding language as a system, including sound, writing, grammatical and textual conventions.<\/p>"
},{
    "term": {
        "value":"language variation and change",
        "language": "en-AU"
    },
    "definition":"<p>Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.<\/p>"
},{
    "term": {
        "value":"learning trajectory",
        "language": "en-AU"
    },
    "definition":"<p>A conceptualised developmental sequence of learning<strong>, <\/strong>including learning goals, learning activities, knowledge and skills to be developed at progressive levels.<\/p>"
},{
    "term": {
        "value":"lexical cohesion",
        "language": "en-AU"
    },
    "definition":"<p>A use of word associations to create links in texts. Links can be made through the use of repetition of words, synonyms, antonyms and words that are related, such as by class and subclass.<\/p>"
},{
    "term": {
        "value":"literacy resources",
        "language": "en-AU"
    },
    "definition":"<p>Individual resources and capabilities which learners bring to their learning experience; these include text knowledge, grammatical and vocabulary knowledge, knowledge of phonetic and writing systems. They also include critical, reflective and intercultural capabilities that support new literacy experience in a different language.<\/p>"
},{
    "term": {
        "value":"macro skills",
        "language": "en-AU"
    },
    "definition":"<p>Four major language skills of listening, speaking, reading and writing.<\/p>"
},{
    "term": {
        "value":"media texts",
        "language": "en-AU"
    },
    "definition":"<p>Spoken, print, graphic, or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet.<\/p>"
},{
    "term": {
        "value":"mediate",
        "language": "en-AU"
    },
    "definition":"<p>To move between different linguistic and cultural systems, referencing own first language(s)\/culture(s) while learning to use and to understand those of the target language. This movement involves:<\/p><ul type=\"disc\"><li>noticing, interpreting, responding sensitively and flexibly<\/li><\/ul><ul type=\"disc\"><li>conveying culturally-shaped ideas, values, experience to others<\/li><\/ul><ul type=\"disc\"><li>exploring how ideas and experiences are represented and conveyed in different languages and cultures<\/li><\/ul><ul type=\"disc\"><li>considering similarities, overlaps, collisions and adjustments<\/li><\/ul><ul type=\"disc\"><li>developing the capacity to communicate and represent different perspectives and interpretations.<\/li><\/ul><p>Mediating operates in two distinctive ways:<\/p><ul type=\"disc\"><li>in practices such as interpreting and translating, with attention to what can happen in these processes in terms of &lsquo;losing&rsquo; or &lsquo;gaining&rsquo; meaning<\/li><\/ul><ul type=\"disc\"><li>as the element of the learning experience, which involves noticing, responding, comparing and explaining differences in expression and perspective.<\/li><\/ul>"
},{
    "term": {
        "value":"medium",
        "language": "en-AU"
    },
    "definition":"<p>Resources used in the production and transmission of texts, including tools and materials used (for example, digital text and the computer, writing and the pen or the keyboard).<\/p>"
},{
    "term": {
        "value":"metalanguage",
        "language": "en-AU"
    },
    "definition":"<p>A vocabulary used to discuss language conventions and use (for example, language used to talk about grammatical terms, such as&nbsp;<em>sentence, clause, conjunction<\/em>; or about the social and cultural nature of language, such as <em>face, reciprocating, register<\/em>).<\/p>"
},{
    "term": {
        "value":"mnemonic",
        "language": "en-AU"
    },
    "definition":"<p>An aid, such as a pattern, rhyme, acronym or visual image, used for memorising information.<\/p>"
},{
    "term": {
        "value":"modal verb",
        "language": "en-AU"
    },
    "definition":"<p>A verb attached to another verb to express a degree of probability (for example, <em>I might come home<\/em>) or a degree of obligation (for example, <em>You must give it to me, You are to leave now<\/em>).<\/p>"
},{
    "term": {
        "value":"mode",
        "language": "en-AU"
    },
    "definition":"<p>Various processes of communication: listening, speaking, reading\/viewing, signing and writing\/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture.<\/p>"
},{
    "term": {
        "value":"morpheme",
        "language": "en-AU"
    },
    "definition":"<p>The smallest meaningful unit in the grammar of a language. Morphemes are not necessarily the same as either words or syllables. The word <em>cat<\/em> has one morpheme while the word <em>cats<\/em> has two morphemes: <em>cat<\/em> for the animal and <em>s<\/em> to indicate that there is more than one. Similarly, <em>like<\/em> has one morpheme while <em>dislike<\/em> has two: <em>like<\/em> to describe appreciation and <em>dis<\/em> to indicate the opposite. The process of identifying morphemes assists comprehension, vocabulary building and spelling.<\/p>"
},{
    "term": {
        "value":"morphology",
        "language": "en-AU"
    },
    "definition":"<p>Principles of word formation and inflection, especially with respect to constituent morphemes.<\/p>"
},{
    "term": {
        "value":"multimodal text",
        "language": "en-AU"
    },
    "definition":"<p>A text which involves two or more communication modes; for example, the combining of print, image and spoken text in film or computer presentations.<\/p>"
},{
    "term": {
        "value":"narrative",
        "language": "en-AU"
    },
    "definition":"<p>A story of events or experiences, real or imagined.<\/p>"
},{
    "term": {
        "value":"narrative devices",
        "language": "en-AU"
    },
    "definition":"<p>Techniques used to help in the narrating of a story or reported event. For example, imagery, metaphor, allusion.<\/p>"
},{
    "term": {
        "value":"noun",
        "language": "en-AU"
    },
    "definition":"<p>A part of speech that includes all words denoting physical objects, such as <em>man, woman, boy, girl, car, window.<\/em> These are <em>concrete nouns<\/em>. <em>Abstract nouns<\/em> express intangibles, such as <em>democracy, courage, success, idea.<\/em><\/p>"
},{
    "term": {
        "value":"oracy",
        "language": "en-AU"
    },
    "definition":"<p>An ability to express oneself in and to understand spoken language; it includes oral and aural proficiency.<\/p>"
},{
    "term": {
        "value":"orthography",
        "language": "en-AU"
    },
    "definition":"<p>Writing words with correct letters or characters according to common usage.<\/p>"
},{
    "term": {
        "value":"paralanguage",
        "language": "en-AU"
    },
    "definition":"<p>Additional elements of spoken communication which are integrated with vocal (voice) and verbal (words) elements, and contribute significantly to communication and meaning-making. For example, voice quality, volume and pacing, facial expressions, gestures, posture and body movement.<\/p>"
},{
    "term": {
        "value":"pedagogy",
        "language": "en-AU"
    },
    "definition":"<p>A combination of conceptual knowledge, practical skills and reflective capabilities which constitute the &lsquo;art and science&rsquo; of teaching.<\/p>"
},{
    "term": {
        "value":"performance",
        "language": "en-AU"
    },
    "definition":"<p>A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity.<\/p>"
},{
    "term": {
        "value":"persuasive texts",
        "language": "en-AU"
    },
    "definition":"<p>Their primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. They include advertising, debates, arguments, discussions, polemics and influential essays and articles.<\/p>"
},{
    "term": {
        "value":"phoneme",
        "language": "en-AU"
    },
    "definition":"<p>The smallest meaningful unit in the sound system of a language. For example, the word <em>is<\/em> has two phonemes: \/i\/ and \/s\/\u037e <em>ship<\/em> has three phonemes: \/sh\/, \/i\/, \/p\/. A phoneme usually has several manifestations dependent on varying phonological contexts. For example, the <em>p<\/em> in <em>pin<\/em> and <em>spin<\/em> differs slightly in pronunciation but is regarded as being the same phoneme; that is, as having the same functional meaning within each word.<\/p>"
},{
    "term": {
        "value":"phonics",
        "language": "en-AU"
    },
    "definition":"<p>A relationship between letters or characters and the sounds they make when pronounced. L2 learning involves developing phonic awareness and proficiency.<\/p>"
},{
    "term": {
        "value":"phonological awareness",
        "language": "en-AU"
    },
    "definition":"<p>Understanding that every spoken word is composed of small units of sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.<\/p>"
},{
    "term": {
        "value":"pragmatics",
        "language": "en-AU"
    },
    "definition":"<p>A study of how context affects communication; for example, in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker.<\/p>"
},{
    "term": {
        "value":"prediction",
        "language": "en-AU"
    },
    "definition":"<p>An informed presumption about something that might happen. Predicting at text level can include working out what a text might contain by looking at the cover, or working out what might happen next in a narrative. Predicting at sentence level includes identifying what word is likely to come next in a sentence.<\/p>"
},{
    "term": {
        "value":"prefix",
        "language": "en-AU"
    },
    "definition":"<p>A meaningful element (morpheme) added before the main part of a word to change its meaning (for example, <em>unhappy<\/em>).<\/p>"
},{
    "term": {
        "value":"preposition",
        "language": "en-AU"
    },
    "definition":"<p>A part of speech that precede a noun, phrase or pronoun, thereby describing relationships in a sentence in respect to:<\/p><ul type=\"disc\"><li>space\/direction (<em>below<\/em>, <em>in<\/em>, <em>on<\/em>, <em>to<\/em>, <em>under<\/em> \u2012 for example, <em>She sat on the table.<\/em>)<\/li><\/ul><ul type=\"disc\"><li>time (<em>after<\/em>, <em>before<\/em>, <em>since<\/em> \u2012 for example, <em>I will go to the beach after lunch.<\/em>)<\/li><\/ul><ul type=\"disc\"><li>those that do not relate to space or time (<em>of<\/em>, <em>besides<\/em>, <em>except<\/em>, <em>despite<\/em> \u2012 for example, <em>He ate all the beans except the purple ones.<\/em>)<\/li><\/ul><p>Prepositions usually combine with a noun group or phrase to form a prepositional phrase (for example, <em>in the office<\/em>, <em>besides these two articles.<\/em>).<\/p>"
},{
    "term": {
        "value":"productive language use",
        "language": "en-AU"
    },
    "definition":"<p>One of the two aspects of communication through language (see <em>receptive language<\/em>) involving the ability to express, articulate and produce utterances or texts in the target language.<\/p>"
},{
    "term": {
        "value":"pronoun",
        "language": "en-AU"
    },
    "definition":"<p>A part of speech that refers to nouns, or substituting for them, within and across sentences. For example, <em>Ahmad chose a chocolate cake<\/em>. <strong><em>He<\/em><\/strong><em> ate<strong> it that<\/strong> evening<\/em> (where <em>he<\/em> and<em> it are <\/em>personal pronouns; and <em>that<\/em> is a demonstrative pronoun).<\/p>"
},{
    "term": {
        "value":"pronunciation",
        "language": "en-AU"
    },
    "definition":"<p>A manner in which a syllable is uttered.<\/p>"
},{
    "term": {
        "value":"purposeful learning",
        "language": "en-AU"
    },
    "definition":"<p>Learning which results from authentic language experiences that involve real purpose and achievable outcomes.<\/p>"
},{
    "term": {
        "value":"question",
        "language": "en-AU"
    },
    "definition":"<p>A commonly employed prompt to elicit language use. A key element of scaffolding to support learners&rsquo; use of language and to encourage further contributions. Different types of questions provide different prompts:<\/p><ul type=\"disc\"><li><strong>closed questions <\/strong>are questions for which there are predictable answers, for example, <em>What time is it?<\/em> These are typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for routinized interactions. They are frequently used to scaffold early language development.<\/li><\/ul><ul type=\"disc\"><li><strong>open questions <\/strong>are questions with unknown and unpredictable answers that invite and support more elaborated and extended contributions from learners, for example, <em>How do you feel about that? What do you think might happen next?<\/em> They are used as a stimulus for discussion, reflection and investigation.<\/li><\/ul><p>Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development.<\/p>"
},{
    "term": {
        "value":"read",
        "language": "en-AU"
    },
    "definition":"<p>Process visual or tactile symbols (for example, braille), words or actions in order to derive and\/or construct meaning. Reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide range of written, visual, print and non-print texts.<\/p>"
},{
    "term": {
        "value":"receptive language",
        "language": "en-AU"
    },
    "definition":"<p>One of the two components of communication through language (see <em>productive language<\/em>): the &lsquo;receiving&rsquo; aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes.<\/p>"
},{
    "term": {
        "value":"reciprocating",
        "language": "en-AU"
    },
    "definition":"<p>An integrating element of intercultural communication that involves movement and relationship, interpreting and creating meaning, and understanding the process of doing so. It involves not only the exchange of words but also an exchange of understanding between the people involved. It comes into play when the learner &lsquo;self&rsquo; encounters and interacts with the &lsquo;other&rsquo; (the target language speaker, the target language itself as text or experience); when the existing language code and cultural frame encounters a different code and frame. This experience impacts on the learner&rsquo;s perspective and sense of identity and on their usual ways of communicating. Reciprocating involves conscious attention to the process: attention to the self (<em>intraculturality<\/em>) and to the likely impact of the self on the other person involved (<em>interculturality). <\/em>Things previously taken for granted are noticed in reference to new or different ways. Key elements of reciprocating include conscious attention, comparison, reflection and analysis:<\/p><ul type=\"disc\"><li>recognition that both partners in an exchange are involved in the &lsquo;effort of meaning&rsquo;<\/li><\/ul><ul type=\"disc\"><li>willingness to work out what the other person means, the cultural and social context they are speaking from and the perspectives, which frame what they are saying<\/li><\/ul><ul type=\"disc\"><li>making necessary adjustments to own and each other&rsquo;s input, orientation and stance that will help the exchange to be successful.<\/li><\/ul>"
},{
    "term": {
        "value":"reflecting",
        "language": "en-AU"
    },
    "definition":"<p>Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.<\/p>"
},{
    "term": {
        "value":"register",
        "language": "en-AU"
    },
    "definition":"<p>A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user<em>.<\/em> For example, informal register or academic register.<\/p>"
},{
    "term": {
        "value":"role of language and culture",
        "language": "en-AU"
    },
    "definition":"<p>Analysing and understanding the role of language and culture in the exchange of meaning.<\/p>"
},{
    "term": {
        "value":"romanisation",
        "language": "en-AU"
    },
    "definition":"<p>A transcription from a differently scripted language, such as Chinese <em>Pinyin<\/em> or Japanese <em>Romaji<\/em>, into the Latin alphabet.<\/p>"
},{
    "term": {
        "value":"root of a word",
        "language": "en-AU"
    },
    "definition":"<p>A word\/word element that cannot be reduced to a smaller unit and from which other words are formed. For example, <em>plant <\/em>in <em>replanting<\/em>.<\/p>"
},{
    "term": {
        "value":"scaffolding",
        "language": "en-AU"
    },
    "definition":"<p>Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners&rsquo; current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, to probe existing conceptions or to cue noticing and reflecting.<\/p>"
},{
    "term": {
        "value":"scanning",
        "language": "en-AU"
    },
    "definition":"<p>A text processing strategy adopted to search for specific words, ideas or information in a text without reading every word. For example, looking for a word in the dictionary or a name in a phone directory. Scanning involves moving the eyes quickly down the text looking for specific words and phrases to gain a quick overall impression\/to get the gist.<\/p>"
},{
    "term": {
        "value":"script",
        "language": "en-AU"
    },
    "definition":"<p>A writing system in which characters or symbols represent components of language (letters, syllables, words).<\/p>"
},{
    "term": {
        "value":"second language",
        "language": "en-AU"
    },
    "definition":"<p>The target audience for Second Language subjects is comprised of students who are introduced to learning the target language at school as an additional, new language for them. The first language used before they start school and\/or the language they use at home is not the target language.<\/p>"
},{
    "term": {
        "value":"semantic knowledge",
        "language": "en-AU"
    },
    "definition":"<p>Knowledge gained at a meaning rather than a decoding level. This involves understanding the relationship between signifiers (words, phrases, symbols, signs) and the meanings they represent. Semantic information is supported through reference to prior knowledge, cultural connotations and contextual considerations.<\/p>"
},{
    "term": {
        "value":"skimming",
        "language": "en-AU"
    },
    "definition":"<p>A text processing strategy aimed at gaining information quickly without focusing on every word.<\/p>"
},{
    "term": {
        "value":"socialising",
        "language": "en-AU"
    },
    "definition":"<p>Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.<\/p>"
},{
    "term": {
        "value":"speak",
        "language": "en-AU"
    },
    "definition":"<p>Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants, and needs, and to comment about the world.<\/p>"
},{
    "term": {
        "value":"stereotype",
        "language": "en-AU"
    },
    "definition":"<p>A widely held but fixed and oversimplified image or idea of a particular type of person or thing.<\/p>"
},{
    "term": {
        "value":"stress",
        "language": "en-AU"
    },
    "definition":"<p>An emphasis in pronunciation that is placed on a particular syllable of a word; for example, <em>She will cond<strong>uct<\/strong> the orchestra<\/em>.;<em> Her <strong>con<\/strong>duct is exemplary.<\/em><\/p>"
},{
    "term": {
        "value":"suffix",
        "language": "en-AU"
    },
    "definition":"<p>A meaningful element added after the root of a word to change its meaning (for example, to show its tense: &ndash;<em>ed<\/em> in <em>passed<\/em>. Common suffixes in English include <em>&ndash;ing; &ndash;ed<\/em>;<em> &ndash;ness<\/em>;<em> &ndash;less<\/em>;<em> &ndash;able<\/em>).<\/p>"
},{
    "term": {
        "value":"synchronous",
        "language": "en-AU"
    },
    "definition":"<p>Occurring or existing at the same time.<\/p>"
},{
    "term": {
        "value":"syntax",
        "language": "en-AU"
    },
    "definition":"<p>An ordering of sentence elements, such as words, group\/phrases and clauses. In some education settings, the terms <em>syntax<\/em> and <em>grammar<\/em> are used interchangeably.<\/p>"
},{
    "term": {
        "value":"talk",
        "language": "en-AU"
    },
    "definition":"<p>Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants, and needs, and to comment about the world<\/p>"
},{
    "term": {
        "value":"task",
        "language": "en-AU"
    },
    "definition":"<p>An integrated experience and use of language, set in a context, accomplishing a purpose, focused on meaning. A task provides an organising structure and context for meaning-focused language learning. Unlike form-focused language activities and exercises, task-based learning involves the achievement of a goal or authentic outcome. Learners draw from existing language resources and seek out unfamiliar resources as needed to complete the task. Scaffolding is provided by the teacher via the task cycle, which includes form-focused teaching. Examples of tasks: researching an issue, sharing ideas and then categorising and presenting results; planning and having a picnic; designing and publishing an online newsletter.<\/p>"
},{
    "term": {
        "value":"text",
        "language": "en-AU"
    },
    "definition":"<p>An identified stretch of language, used as a means for communication or the focus of learning and investigation. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital\/online forms. Multimodal texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word, as in film or computer presentation media.<\/p>"
},{
    "term": {
        "value":"text processing strategies",
        "language": "en-AU"
    },
    "definition":"<p>Strategies learners use to decode and understand text. These involve drawing on contextual, semantic, grammatical and phonic knowledge in systematic ways to work out what a text says. They include predicting, recognising words and working out unknown words, monitoring comprehension, identifying and correcting errors, reading on and re-reading.<\/p>"
},{
    "term": {
        "value":"text structure",
        "language": "en-AU"
    },
    "definition":"<p>Ways in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages\/cultures structure texts differently in many instances.<\/p>"
},{
    "term": {
        "value":"text types (genres)",
        "language": "en-AU"
    },
    "definition":"<p>Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ. For example, texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts. For example, a business letter in French will be more elaborate than a similar text in English; a request or an offer of hospitality will be expressed differently in Japanese or in German.<\/p>"
},{
    "term": {
        "value":"textual features/textual conventions",
        "language": "en-AU"
    },
    "definition":"<p>Structural components and elements that combine to construct meaning and achieve purpose, and are recognisable as characterising particular text types (see <em>language features<\/em>).<\/p>"
},{
    "term": {
        "value":"tone",
        "language": "en-AU"
    },
    "definition":"<p>A use of pitch and contour in spoken language to nuance words and, in some languages, to distinguish lexical or grammatical meaning. In Chinese, for example, the tones are distinguished by their pitch range (register), duration and contour (shape). All Chinese syllables have a set tone, which distinguishes it and its meaning from another syllable. However, in certain environments tones can change or be modified, while in rapid spoken Chinese a great many unstressed syllables carry no tone at all.<\/p>"
},{
    "term": {
        "value":"translation",
        "language": "en-AU"
    },
    "definition":"<p>A process of translating words\/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words.<\/p>"
},{
    "term": {
        "value":"translating",
        "language": "en-AU"
    },
    "definition":"<p>Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.<\/p>"
},{
    "term": {
        "value":"understanding",
        "language": "en-AU"
    },
    "definition":"<p>Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.<\/p>"
},{
    "term": {
        "value":"verb",
        "language": "en-AU"
    },
    "definition":"<p>A part of speech which expresses existence, action, state or occurrence. For example<em>, They <strong>watch<\/strong> football.<\/em>;<em> She <strong>is<\/strong> exhausted.<\/em>;<em> The day finally <strong>came.<\/strong><\/em><\/p>"
},{
    "term": {
        "value":"word borrowing",
        "language": "en-AU"
    },
    "definition":"<p>A practice of incorporating words from one language into another. For example, the use of Italian words, such as <em>pianissimo<\/em>,<em> cannelloni <\/em>in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation.<\/p>"
}]
    },
    "contacts": {
        "primarySchoolYears": {
        	"email": "Adriana.Douglas@scsa.wa.edu.au",
        	"name": "Adriana Douglas",
        	"phone": "+61 8 9273 6784"
        },	
        "highSchoolYears": {
        	"email": "Adriana.Douglas@scsa.wa.edu.au",
        	"name": "Adriana Douglas",
        	"phone": "+61 8 9273 6784"
        }
    },
    "curriculumStatements": [{
    
    "identifier": "8e4c784f-396c-622e-544a-5a289c553705",
    "title": "Tamil: Second Language — Pre-primary to Year 10",
    "label": "Subject",
    "learningArea": "Tamil - Second Language",
    "curriculumStatements": [{
    "identifier": "e0e724d7-0253-c8b2-76b0-7738d4caef9d",
    "title": "Pre-primary year syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Pre-primary year syllabus"],
    
    
        "educationLevels": ["Pre-primary year syllabus"],
    
    "notations":["Pre-primary"],
    "description":"<div id=\"content_container_24402_1035028\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Tamil: Second Language with little to no prior experience of Tamil language and culture.<\/p><p>In Pre-primary, students communicate in Tamil, exchanging greetings and simple information about themselves with their teacher and peers through action-related talk and structured play. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories and rhymes, or to respond to teacher talk and instruction in Tamil. Students recognise pictures, symbols, key words and phrases of spoken and written Tamil in rhymes, songs and titles, and convey factual information about their personal worlds using gestures and familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non\u2011verbal forms of expression.<\/p><p>Students become familiar with the systems of the Tamil language, beginning to recognise simple pictographic Tamil scripts and recreating these using kinaesthetic activities. They begin to notice that Tamil has different sounds and words to English and any other language they may have been exposed to. Students notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.<\/p><p>In Pre-primary, students recognise that while English is the most commonly spoken language in Australia, Tamil is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which are spoken in Australia. They also notice similarities and differences between Tamil and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.<\/p><p> Students learn Tamil in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.<\/p><div><div id=\"10e83b60-514d-47aa-af8d-cc7b3063bef3\" role=\"tabpanel\" aria-labelledby=\"dropdown-qDmk6a9a\" aria-hidden=\"false\" tabindex=\"0\" style=\"height: auto;width: auto\"><\/div><\/div>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "dae434ae-3047-a625-f236-a22d5f885777",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Pre-primary year syllabus"],
	
        "educationLevels": ["Pre-primary year syllabus"],
    "curriculumStatements": [{
    
    "identifier": "ebb971db-0f00-ef2e-8cd2-bb2d001f4812",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "2b02fd29-8b37-9169-4dd4-69254c489c26",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact with teacher and peers through action\u2011related talk and structured play to exchange greetings; for example, \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd.; \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\/\u0ba4\u0bbf\u0bb0\u0bc1\u0bae\u0ba4\u0bbf\/\u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bbf \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd \u0baa\u0bc6\u0baf\u0bb0\u0bcd ...<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "7bb2d768-fc20-b668-7dbe-dcbdab9d3d1c",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Respond to greetings and show respect for others using culturally appropriate gestures; for example, (\u0b8e\u0bb4\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba8\u0bbf\u0ba9\u0bcd\u0bb1\u0bc1 \u0b87\u0bb0\u0bc1 \u0b95\u0bb0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b95\u0bc2\u0baa\u0bcd\u0baa\u0bbf \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd \u0b9a\u0bca\u0bb2\u0bcd\u0bb2\u0bc1\u0ba4\u0bb2\u0bcd) \u0b85\u0ba9\u0bc8\u0bb5\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd.; \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/ \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?; \u0ba8\u0bbe\u0ba9\u0bcd \u0ba8\u0bb2\u0bae\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd, \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "aebff445-e152-d7c7-85d8-3a209e62d6e9",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["socialising-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Introduce and share information about themselves; for example, \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bcd\/\u0b89\u0ba9\u0bcd \u0baa\u0bc6\u0baf\u0bb0\u0bcd \u0b8e\u0ba9\u0bcd\u0ba9?; \u0b8e\u0ba9\u0bcd \u0baa\u0bc6\u0baf\u0bb0\u0bcd ...; \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0b95\u0bcd\u0b95\u0bc1 \u0b8e\u0ba4\u0bcd\u0ba4\u0ba9\u0bc8 \u0bb5\u0baf\u0ba4\u0bc1?\/\u0b89\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b8e\u0ba9\u0bcd\u0ba9 \u0bb5\u0baf\u0ba4\u0bc1?;\u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b90\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0baf\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "093dd72b-81fa-e743-1b6b-dc525465517f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["socialising-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in shared actions with the teacher and peers using simple, repetitive key words, images, movement and songs; for example,\u0b85\u0bae\u0bcd\u0bae\u0bbe \u0b85\u0bae\u0bcd\u0bae\u0bbe \u0bae\u0bc1\u0ba4\u0bb2\u0bcd \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd ...;<\/p><p>\u0ba8\u0bbf\u0bb2\u0bbe \u0ba8\u0bbf\u0bb2\u0bbe \u0b93\u0b9f\u0bbf \u0bb5\u0bbe...<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "d4fcde1a-7eee-3734-fdc4-9c3f951e3cac",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["socialising-5"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Respond to teacher talk and instruction; for example, \u0b8e\u0bb2\u0bcd\u0bb2\u0bcb\u0bb0\u0bc1\u0bae\u0bcd \u0b87\u0b99\u0bcd\u0b95\u0bc7 \u0baa\u0bbe\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!; \u0b8e\u0bb4\u0bc1\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!; \u0b89\u0b9f\u0bcd\u0b95\u0bbe\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!; \u0b8e\u0bb2\u0bcd\u0bb2\u0bcb\u0bb0\u0bc1\u0bae\u0bcd \u0b85\u0bae\u0bc8\u0ba4\u0bbf\u0baf\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!; \u0baa\u0b9f\u0bae\u0bcd \u0bb5\u0bb0\u0bc8\u0baf\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!; \u0bb5\u0ba3\u0bcd\u0ba3\u0bae\u0bcd \u0ba4\u0bc0\u0b9f\u0bcd\u0b9f\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "ec67f514-07e4-79ba-64e6-4a8181e3fe4d",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "b9c8a682-0a1d-471b-bc07-d0a96f4bed7b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise pictures, symbols, key words and phrases of spoken and written Tamil in rhymes, songs, labels and titles related to their personal worlds<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "ff8ee9a9-874e-3b3a-8a77-c6a29a753409",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "10997482-86c7-d1e9-7145-be969395d35b",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "30e24a44-4efd-1802-4c76-da7613a99c6f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage by listening to and viewing short imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "0460cd30-8ae7-2f51-63e1-ea2fa84adaf0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression; for example, \u0b85\u0bae\u0bcd\u0bae\u0bbe \u0b85\u0bae\u0bcd\u0bae\u0bbe \u0b87\u0b99\u0bcd\u0b95\u0bc7 \u0bb5\u0bbe, \u0ba4\u0bcb \u0ba4\u0bcb \u0ba8\u0bbe\u0baf\u0bcd\u0b95\u0bcd\u0b95\u0bc1\u0b9f\u0bcd\u0b9f\u0bbf<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "8e88af05-647f-383e-cad6-466db09b4765",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "22b713fa-5643-e1a0-38d1-9bd5009b6ca0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Share with others familiar Tamil words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other languages; for example, \u0b95\u0bbe\u0b9a\u0bc1, \u0baa\u0bc6\u0ba9\u0bcd\u0b9a\u0bbf\u0bb2\u0bcd, \u0baa\u0bc7\u0ba9\u0bbe<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "94395184-c992-c653-9e07-b14c755c3742",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "a6e6e2d8-1659-638a-e61a-398a6b177534",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Begin to notice how Tamil feels\/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language\/s<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "dd05115a-1717-2d08-1526-d1fd82fe86f5",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Pre-primary year syllabus"],
	
        "educationLevels": ["Pre-primary year syllabus"],
    "curriculumStatements": [{
    
    "identifier": "adad830a-f946-31bb-b827-ed93b816406a",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "8937716d-1d4f-56f2-9a81-dc1bbdbf9926",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Differentiate Tamil and English sounds; for example, by comparing names in Tamil and English<\/p><p>Recognise and experiment with reproducing sounds and rhythm of spoken Tamil by singing, reciting and repeating familiar words and phrases in context<\/p><p>Recognise, reproduce and pronounce the short and long vowel sound; for example, \u0b85, \u0b86<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "3ad7a92f-3e17-e173-3742-4d823cf48d7e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise how names are written in Tamil by tracing them on dotted lines on laminated cards<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "619c534d-29f7-85e6-47b7-700a5f025c2a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p style=\"text-indent:.25pt\">Generate language for a range of purposes in simple spoken and written texts by noticing and using context\u2011related vocabulary and recognising some first elements of the Tamil grammatical system, including:<\/p><ul><li>recognising gender usage in nouns; for example, \u0bae\u0bbe\u0ba3\u0bb5\u0ba9\u0bcd-\u0bae\u0bbe\u0ba3\u0bb5\u0bbf, \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0ba9\u0bcd-\u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0bbf<\/li><li>recognising and using nouns for common objects around them; for example, \u0baa\u0b9f\u0bae\u0bcd, \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bae\u0bcd, \u0baa\u0bc6\u0ba9\u0bcd\u0b9a\u0bbf\u0bb2\u0bcd<\/li><li>using numbers while referring to objects; for example, \u0b92\u0bb0\u0bc1 \u0baa\u0bc2\u0ba9\u0bc8, \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0bae\u0bb2\u0bb0\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>using simple verbs to describe actions; for example, \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1, \u0b8e\u0bb4\u0bc1\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0bc1, \u0b95\u0bc1\u0b9f\u0bbf<\/li><li>recognising that honorific suffixes are used when greeting someone older than themselves; for example, \u0bae\u0bc1\u0bb0\u0bb3\u0bbf\u0ba4\u0bb0\u0ba9\u0bcd \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bc7!<\/li><li>expressing affirmative and negative verbs; for example, \u0b86\u0bae\u0bcd\/\u0b87\u0bb2\u0bcd\u0bb2\u0bc8<\/li><li>noticing common forms of greetings and recognising the different levels of formality; for example, \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd, \u0bae\u0bc0\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bcb\u0bae\u0bcd.<\/li><li>recognising that there are different ways to ask questions; for example, \u0baf\u0bbe\u0bb0\u0bcd? \u0b8e\u0b99\u0bcd\u0b95\u0bc7? \u0b8f\u0ba9\u0bcd?<\/li><li>using imperative forms of simple verbs when giving instructions; for example, \u0b89\u0b9f\u0bcd\u0b95\u0bbe\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!, \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0ba4\u0bcd\u0ba4\u0bc8\/ \u0b8e\u0b9f\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!<\/li><li>expressing likes and dislikes for example, \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd, \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8<\/li><li>developing cardinal number knowledge for zero to ten<\/li><\/ul>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "e320f950-2ca6-50f9-cd06-9785419513b4",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that language is organised as \u2018text\u2019 that can be spoken, written, digital, visual or multimodal<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking"]
}
]}
,{
    
    "identifier": "90436718-afc6-f8c6-d775-109294fcf7f7",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "e35b390f-4509-000a-f680-3fc4bb38fcde",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that in Tamil, as in English and other languages, there are different ways of greeting and interacting with people<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "f3a39c56-8a36-a766-f86b-20d911be28ef",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
            "educationLevels": ["Pre-primary year syllabus"],
        "curriculumStatements": [{
    
    "identifier": "f44a10c5-3bf1-bf23-3dce-b35ebb65a7e1",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Pre-primary year syllabus"],
        
    	    "educationLevels": ["Pre-primary year syllabus"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that Tamil is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "a9d1ca07-86b4-5782-e1fe-214d2cd931ac",
    "title": "Year 1 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 1"],
    
        "educationLevels": ["Year 1"],
    
    
    "notations":["1"],
    "description":"<div id=\"content_container_24402_1035032\">\r\n<p><strong>Year Level Description<\/strong><\/p><p>Year 1 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Pre-primary and focuses on extending students\u2019 oral communication skills. Typically, the students\u2019 only exposure to and experience of the Tamil language and culture is from their school learning environment.<\/p><p>In Year 1, students communicate in Tamil, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided collaborative tasks using simple modelled language in songs, rhymes and games to support understanding and to convey meaning, or to respond to teacher talk and instruction in Tamil. Students locate key words and information in simple spoken and written texts about their personal worlds and convey factual information using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.<\/p><p>Students become familiar with the systems of the Tamil language, recognising, reproducing and pronouncing the Tamil consonants with short and long vowels, and recognising that Tamil letters have straight and curved lines. They notice and use context\u2011related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.<\/p><p>In Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Tamil, and that Tamil and English borrow words and expressions from each other. They recognise that in Tamil, as in English and other languages, there are different ways of greeting, addressing and interacting with people and that greetings vary according to the time of day or the occasion.<\/p><p> Students learn Tamil in the early years through rich language input. Regular opportunities to revisit, recycle and review and, continuous feedback, response and encouragement, assist students in the language learning process.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "b3c5a19a-6042-b4e2-2562-5720207e1d7f",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 1"],
	
        "educationLevels": ["Year 1"],
    "curriculumStatements": [{
    
    "identifier": "f5067800-a2e4-c7fc-2759-c60bf97d14da",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "d1c1568e-0a2e-a9c8-8ec4-674f4af286e5",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact with teacher and peers orally and in writing to share information about themselves, their age and where they live, and to talk about their favourite things; for example, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b86\u0bb1\u0bc1 \u0bb5\u0baf\u0ba4\u0bc1.; \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b8e\u0b99\u0bcd\u0b95\u0bc7 \u0bb5\u0b9a\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/\u0ba8\u0bc0 \u0b8e\u0b99\u0bcd\u0b95\u0bc7 \u0bb5\u0b9a\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?; \u0ba8\u0bbe\u0ba9\u0bcd \u0b9f\u0baf\u0ba9\u0bc6\u0bb2\u0bcd\u0bb2\u0bbe\u0bb5\u0bbf\u0bb2\u0bcd \u0bb5\u0b9a\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba4\u0bcb\u0b9a\u0bc8 \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.; \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0b9f\u0bae\u0bcd\/ \u0b89\u0ba9\u0bcd\u0ba9\u0bbf\u0b9f\u0bae\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb2\u0baa\u0bcd \u0baa\u0bbf\u0bb0\u0bbe\u0ba3\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bbe?; \u0b86\u0bae\u0bcd, \u0b8e\u0ba9\u0bcd\u0ba9\u0bbf\u0b9f\u0bae\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb2\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bbe\u0ba3\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba8\u0bbe\u0baf\u0bcd\u0b95\u0bcd\u0b95\u0bc1\u0b9f\u0bcd\u0b9f\u0bbf \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "2a2671ec-fd67-2d80-8449-ea4691042aab",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Express gratitude, make requests and apologise when appropriate; for example, \u0bae\u0ba9\u0bcd\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bae\u0bcd, \u0ba4\u0baf\u0bb5\u0bc1 \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bc1, \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "b97499f7-7bfe-5f19-d20a-b4c438a6c6d9",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["socialising-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in guided collaborative tasks, using simple modelled language in songs, rhymes, games, gestures and pictures to support understanding and to convey meaning; for example, \u0b95\u0bcb\u0bb4\u0bbf\u0baf\u0bae\u0bcd\u0bae\u0bbe\u0bb5\u0bc1\u0bae\u0bcd \u0b95\u0bc1\u0b9e\u0bcd\u0b9a\u0bc1\u0b95\u0bb3\u0bc1\u0bae\u0bcd, \u0b9a\u0bc8\u0bae\u0ba9\u0bcd \u0b9a\u0bca\u0bb2\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0ba9\u0bcd...<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "fc063fa7-8cb7-4c45-5848-9d1abd2f1d26",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["socialising-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Respond to teacher talk and instruction; for example, \u0bae\u0ba9\u0bcd\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd. \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0bb5\u0bbf\u0bb3\u0b99\u0bcd\u0b95\u0bb5\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8\/\u0baa\u0bc1\u0bb0\u0bbf\u0baf\u0bb5\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8.; \u0ba4\u0baf\u0bb5\u0bc1 \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bc1 \u0baa\u0bc7\u0ba9\u0bbe\u0bb5\u0bc8 \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \/\u0ba4\u0bbe\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd.; \u0b87\u0ba4\u0bcb \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bcd\/\u0b89\u0ba9\u0bcd \u0baa\u0bc7\u0ba9\u0bbe.; \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "1c8ff147-f0d6-7660-3abb-c7ae207e362e",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "028182bb-3ce9-c9e9-02b6-070313e8becc",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Locate key words and information in simple spoken and written texts, such as charts, lists, labels and captions, rhymes and songs, related to their personal worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "7c3cc7da-8d8c-3abd-e4d6-9e04f62198dd",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "f52657a6-c31e-91cd-8bf9-605e8bab9f04",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "f6af211d-b6dc-df75-f5e7-ec51373a64a1",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in listening to and viewing short imaginative texts and responding through action, dance, singing, drawing and collaborative retelling<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "65b7eb7a-c8a9-0ddb-e213-d235cf9a63e8",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in the shared performance of songs, rhymes and stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language; for example, \u0b9a\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bc1\u0ba3\u0bcd\u0b9f\u0bc6\u0bb2\u0bbf\u0baf\u0bc1\u0bae\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "77b5484f-8fc2-aee4-9447-a1d785c4ec6d",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "473ac6ea-e2ab-92d3-327a-8e704fc7be81",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Share with others simple Tamil expressions, sounds and gestures, name familiar objects and use Tamil and\/or English to conduct simple conversations<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "75870b3e-9f62-73ee-264e-d52ae03eb4b8",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "b4d86070-1650-b774-eee5-5bdade0cf060",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Notice ways of speaking in Tamil that appear different from their own ways and become aware of how voice, behaviour and body language may change when speaking Tamil<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "2d0f6a4f-8aa9-c14a-03bc-622b3356fc62",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 1"],
	
        "educationLevels": ["Year 1"],
    "curriculumStatements": [{
    
    "identifier": "2cae050f-a053-ccc2-80f9-46ba18825682",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "d35f09a0-05a9-b629-d761-c825dcad3001",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, reproduce and pronounce the consonant sound; for example, \u0baa\u0bcd, \u0b9f\u0bcd, \u0bae\u0bcd, \u0bb0\u0bcd<\/p><p>Recognise, reproduce and pronounce the Tamil consonants with short and long vowels; for example, \u0baa\u0bcd+\u0b85=\u0baa, \u0baa\u0bcd+\u0b86=\u0baa\u0bbe \u0b9f, \u0b9f\u0bbe, \u0bae, \u0bae\u0bbe, \u0bb0, \u0bb0\u0bbe<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "d6908169-011e-3ef8-60a3-ebc3f337910a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, trace and copy some Tamil characters with straight lines; for example, \u0baa\u0bcd, \u0baa, \u0baa\u0bbe, \u0b9f\u0bcd, \u0b9f, \u0b9f\u0bbe, \u0bae\u0bcd, \u0bae, \u0bae\u0bbe, \u0bb0\u0bcd, \u0bb0, \u0bb0\u0bbe&nbsp;\u0bae\u0bc1\u0ba4\u0bb2\u0bcd \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0b89\u0baf\u0bbf\u0bb0\u0bc6\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd (\u0b85, \u0b86) \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc8 (\u0baa\u0bcd, \u0b9f\u0bcd, \u0bae\u0bcd) \u0b87\u0ba3\u0bc8\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd.<\/p><p>Recognise that Tamil letters have straight and curved lines; for example, \u0baa\u0b9f\u0bae\u0bcd, \u0b8e\u0ba9\u0bcd, \u0ba8\u0bbe\u0ba9\u0bcd, \u0b86\u0bae\u0bcd<\/p><p>Recognise how names are written in Tamil by shaping playdough<\/p><p> Form words using syllables of vowels and consonants; for example, \u0b85\u0bae\u0bcd\u0bae\u0bbe, \u0baa\u0b9f\u0bae\u0bcd, \u0bae\u0bb0\u0bae\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "f4e9f389-06b3-ae90-612d-c665b5cc1495",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by noticing and using context\u2011related vocabulary and some first elements of the Tamil grammatical system, including:<\/p><ul><li>describing the colour, size and shape of objects using adjectives; for example, \u0bb5\u0b9f\u0bcd\u0b9f\u0bae\u0bbe\u0ba9 \u0baa\u0ba8\u0bcd\u0ba4\u0bc1, \u0bae\u0b9e\u0bcd\u0b9a\u0bb3\u0bcd  \u0ba8\u0bbf\u0bb1\u0baa\u0bcd \u0baa\u0bc2, \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bc1\u0baa\u0bcd \u0baa\u0bc7\u0ba9\u0bbe<\/li><li>noticing that intensifiers such as \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd, \u0b85\u0ba4\u0bbf\u0b95\u0bae\u0bbe\u0b95 give emphasis to phrases and sentences<\/li><li>beginning to locate events in time by using the months of the year and the seasons; for example, \u0ba4\u0bc8 \u0bae\u0bbe\u0ba4\u0bae\u0bcd, \u0b95\u0bc1\u0bb3\u0bbf\u0bb0\u0bcd\u0b95\u0bbe\u0bb2\u0bae\u0bcd<\/li><li>using conjunctions; for example \u0bae\u0bb1\u0bcd\u0bb1\u0bc1\u0bae\u0bcd, \u0b86\u0ba9\u0bbe\u0bb2\u0bcd; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba4\u0bcb\u0b9a\u0bc8 \u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0b86\u0ba9\u0bbe\u0bb2\u0bcd \u0b87\u0b9f\u0bcd\u0bb2\u0bbf\u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbe\u0ba4\u0bc1.<\/li><li>expressing likes and dislikes; for example, \u0baa\u0bbf\u0b9f\u0bbf\u0ba4\u0bcd\u0ba4\u0ba4\u0bc1\/ \u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbe\u0ba4\u0ba4\u0bc1;\u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba8\u0bc0\u0bb2 \u0ba8\u0bbf\u0bb1\u0bae\u0bcd \u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.<\/li><li>developing cardinal number knowledge for 11\u201320<\/li><\/ul>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "3201a07c-495c-b76c-0fbc-3930094bf10a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that language is organised as \u2018text\u2019 and that different types of texts have different features<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking"]
}
]}
,{
    
    "identifier": "67c6ff49-9a8e-6d66-8a47-a43f9ac78d31",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "d148680e-f0df-7966-3b1a-eb5169b411c5",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that Tamil speakers use language differently in different situations, such as when socialising with peers and friends or at home with the family<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "fe881a6c-508c-d2ff-4099-14bf13b8b1f1",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
            "educationLevels": ["Year 1"],
        "curriculumStatements": [{
    
    "identifier": "7840321b-f0e8-dc9f-9666-f517ad8dddbb",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 1"],
        
    	    "educationLevels": ["Year 1"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that Australia is a multilingual society with speakers of many different languages, including Tamil, and that Tamil and English borrow words and expressions from each other<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "49fdb728-22c5-5c96-4c6e-c1710e84c3ae",
    "title": "Year 2 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 2"],
    
        "educationLevels": ["Year 2"],
    
    
    "notations":["2"],
    "description":"<div id=\"content_container_24402_1035036\">\r\n<p><strong>Year Level Description<\/strong><\/p><p>Year 2 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 1 and focuses on extending students\u2019 oral communication skills.<\/p><p>In Year 2, students communicate in Tamil, interacting with their teacher and peers in routine exchanges, such as asking each other how they are, offering wishes and sharing information about events in the day and over the year. They participate in guided collaborative tasks, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Tamil. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds. They participate in listening to, viewing and reading imaginative texts, and create stories and perform imaginative scenarios.<\/p><p>Students become familiar with the systems of the Tamil language, reproducing and pronouncing the sounds of spoken Tamil and noticing the sounds of short and long vowels. They notice and use context-related vocabulary and some first elements of grammar in simple spoken and written texts, such as describing people, animals, places and things using adjective-noun phrases, to generate language for purposeful interaction.<\/p><p>In Year 2, students recognise that all languages, including Tamil, change continuously over time through contact with each other and changes in society. They understand that Tamil speakers change how they use language in different situations and according to cultural norms.<\/p><p>Students learn Tamil in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.<\/p><div><div id=\"26224d12-0252-4448-a467-cd92bc74ad3c\" role=\"tabpanel\" aria-labelledby=\"dropdown-zLZrAW1y\" aria-hidden=\"false\" tabindex=\"0\" style=\"height: auto;width: auto\"><\/div><\/div>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "70db4de3-4876-2cde-da76-f4f24acfdeb9",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 2"],
	
        "educationLevels": ["Year 2"],
    "curriculumStatements": [{
    
    "identifier": "6512aa01-4aeb-371a-4785-4b59134a2be0",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "ac382daa-21e5-84d2-41d1-4c3d1920192c",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact with teacher and peers orally and in writing to participate in routine exchanges, asking each other how they are and offering wishes, and to share information about events in the day and over the year; for example, \u0ba8\u0bbe\u0ba9\u0bcd<\/p><p>\u0ba4\u0bbf\u0b99\u0bcd\u0b95\u0b9f\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8 \u0b87\u0b9f\u0bcd\u0bb2\u0bbf \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bcd\u0b9f\u0bc7\u0ba9\u0bcd.; \u0b8e\u0ba9\u0ba4\u0bc1 \u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4 \u0ba8\u0bbe\u0bb3\u0bcd \u0bae\u0bbe\u0bb0\u0bcd\u0b9a\u0bcd 30.; \u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4\u0ba8\u0bbe\u0bb3\u0bcd \u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd, \u0ba4\u0bc8\u0baa\u0bcd\u0baa\u0bca\u0b99\u0bcd\u0b95\u0bb2\u0bcd \u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd,&nbsp;&nbsp;\u0b95\u0bbf\u0bb1\u0bbf\u0bb8\u0bcd\u0bae\u0bb8\u0bcd\/\u0ba8\u0ba4\u0bcd\u0ba4\u0bbe\u0bb0\u0bcd \u0ba8\u0bb2\u0bcd\u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd.; \u0b87\u0ba9\u0bcd\u0bb1\u0bc1 \u0bb5\u0bbe\u0ba9\u0bbf\u0bb2\u0bc8 \u0ba8\u0ba9\u0bcd\u0bb1\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "1349a09a-2cd4-f0e2-9c40-b24ddc012d9a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in guided collaborative tasks, transactions and games, taking turns, exchanging and negotiating, using simple language; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0ba4\u0bbf\u0b99\u0bcd\u0b95\u0b9f\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8 \u0ba4\u0bcb\u0bb1\u0bc1\u0bae\u0bcd \u0bb5\u0bbe\u0bb4\u0bc8\u0baa\u0bcd\u0baa\u0bb4\u0bae\u0bcd\/\u0bae\u0bbe\u0bae\u0bcd\u0baa\u0bb4\u0bae\u0bcd\/\u0ba4\u0bbf\u0bb0\u0bbe\u0b9f\u0bcd\u0b9a\u0bc8\u0baa\u0bcd\u0baa\u0bb4\u0bae\u0bcd, \u0b86\u0bb0\u0b9e\u0bcd\u0b9a\u0bc1\/\u0ba4\u0bcb\u0b9f\u0bae\u0bcd \u0baa\u0bb4\u0bae\u0bcd \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd.<\/p><p>Respond to teacher talk and instruction; for example, \u0b87\u0ba4\u0bc1 \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0b9f\u0bc8\u0baf\u0ba4\u0bbe\/ \u0b89\u0ba9\u0bcd\u0ba9\u0bc1\u0b9f\u0bc8\u0baf\u0ba4\u0bbe? \u0b86\u0bae\u0bcd \u0b87\u0ba4\u0bc1 \u0b8e\u0ba9\u0bcd\u0ba9\u0bc1\u0b9f\u0bc8\u0baf\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "7bb4eb2f-ded5-f0dd-ef09-5ab047c8fbb1",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "63a026ec-6327-34a9-9692-fda85673ece5",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "93d49ed1-fe11-1b91-2674-faf22df60e80",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey factual information about their personal worlds using familiar words, phrases, simple statements and modelled language<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d6033cd1-e105-2709-b9fc-ee0d9d783f30",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "1509d77a-e2f0-effb-ac37-aa7e4d3cd71d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in listening to, viewing and reading imaginative texts and responding through action, performance, shared reading and collaborative retelling<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "9f1fb43b-3913-a285-ff03-637913d3ae8a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create stories and perform imaginative scenarios through role play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language; for example,\u0b92\u0bb0\u0bc1 \u0bae\u0bc1\u0bb1\u0bc8, \u0b92\u0bb0\u0bc1 \u0ba8\u0bbe\u0bb3\u0bcd, \u0b93\u0bb0\u0bcd \u0b8a\u0bb0\u0bbf\u0bb2\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "43660028-93b4-c69d-b844-3465e429b17d",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "d46ee924-b9f4-3b80-428c-a774c0598dd7",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate for others what they can express in Tamil, interpreting simple expressions and songs, and explaining how meanings are similar or different in English or other languages; for example, the words \u0ba4\u0bca\u0baa\u0bcd\u0baa\u0bbf, \u0baa\u0bc7\u0ba9\u0bbe, \u0baa\u0bc6\u0ba9\u0bcd\u0b9a\u0bbf\u0bb2\u0bcd have similar meanings in most of the South Asian languages<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "7196d4cc-8d3c-ab39-2158-a883cf1a53e9",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "be951f22-885c-7d34-fa59-07f224f0d0ac",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise similarities and differences between aspects of Tamil and Australian cultural practices and related language use<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "bc179bf5-6956-a0af-5001-a6381dd93097",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 2"],
	
        "educationLevels": ["Year 2"],
    "curriculumStatements": [{
    
    "identifier": "865d1a8f-72ff-4dfd-fb34-da497dcf36e9",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "f2ce7e1d-2859-f7c4-8074-7a55a3bf8af6",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, reproduce and pronounce the consonant sound; for example,&nbsp;&nbsp;\u0bb4\u0bcd, \u0b95\u0bcd, \u0b9a\u0bcd, \u0ba4\u0bcd, \u0ba8\u0bcd, \u0ba9\u0bcd, \u0ba3\u0bcd<\/p><p>Recognise, reproduce and pronounce the Tamil consonants with short and long vowel sound; for example,  \u0bb4, \u0bb4\u0bbe, \u0b95, \u0b95\u0bbe, \u0b9a, \u0b9a\u0bbe, \u0ba4, \u0ba4\u0bbe, \u0ba8, \u0ba8\u0bbe, \u0ba9, \u0ba9\u0bbe, \u0ba3, \u0ba3\u0bbe<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "6714a099-5f03-f363-7e10-f3e432b656fa",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, trace and copy Tamil characters with straight lines and curved lines; for example, \u0bb4\u0bcd, \u0bb4, \u0bb4\u0bbe, \u0b95\u0bcd, \u0b95, \u0b95\u0bbe, \u0b9a\u0bcd, \u0b9a, \u0b9a\u0bbe,&nbsp;&nbsp;\u0ba4\u0bcd, \u0ba4, \u0ba4\u0bbe, \u0ba8\u0bcd, \u0ba8, \u0ba8\u0bbe, \u0ba9\u0bcd, \u0ba9, \u0ba9\u0bbe, \u0ba3\u0bcd, \u0ba3, \u0ba3\u0bbe\u0bae\u0bc1\u0ba4\u0bb2\u0bcd \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0b89\u0baf\u0bbf\u0bb0\u0bc6\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd (\u0b85, \u0b86) \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc8 (\u0bb0\u0bcd, \u0bb4\u0bcd, \u0b95\u0bcd, \u0b9a\u0bcd, \u0ba4\u0bcd, \u0ba8\u0bcd) \u0b87\u0ba3\u0bc8\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd.<\/p><p>Recognise that Tamil scripts have straight and curved lines; for example, \u0b85\u0bae\u0bcd\u0bae\u0bbe, \u0bae\u0bb0\u0bae\u0bcd, \u0b95\u0bbe\u0b95\u0bae\u0bcd<\/p><p>Forming words using syllables of vowels and consonants; for example, \u0baa\u0bb4\u0bae\u0bcd, \u0b85\u0b95\u0bcd\u0b95\u0bbe, \u0b85\u0ba3\u0bcd\u0ba3\u0bbe, \u0ba8\u0bbe\u0ba9\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "e2be2731-0c03-f92e-8a7f-593a5c01d0c0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by noticing and using context\u2011related vocabulary and some first elements of the Tamil grammatical system, including:<\/p><ul><li>beginning to describe quantity using cardinal numbers; for example, \u0bae\u0bc2\u0ba9\u0bcd\u0bb1\u0bc1 \u0ba8\u0bbe\u0bb1\u0bcd\u0b95\u0bbe\u0bb2\u0bbf\u0b95\u0bb3\u0bcd, \u0b87\u0bb0\u0bc1\u0baa\u0ba4\u0bc1 \u0bae\u0bb0\u0b99\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>describing the characteristics of things using noun-adjective phrases for example, \u0b8e\u0ba9\u0bcd \u0ba4\u0ba8\u0bcd\u0ba4\u0bc8 \u0b89\u0baf\u0bb0\u0bae\u0bbe\u0ba9\u0bb5\u0bb0\u0bcd.; \u0b8e\u0ba9\u0bcd \u0b85\u0bae\u0bcd\u0bae\u0bbe \u0ba8\u0b95\u0bc8\u0b9a\u0bcd\u0b9a\u0bc1\u0bb5\u0bc8\u0baf\u0bbe\u0ba9\u0bb5\u0bb0\u0bcd.<\/li><li>describing possession using word order in familiar phrases; for example, \u0b8e\u0ba9\u0bcd \u0baa\u0bc7\u0ba9\u0bbe, \u0b8e\u0ba9\u0bcd \u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4\u0ba8\u0bbe\u0bb3\u0bcd<\/li><li>referring to things using demonstratives; for example, \u0b87\u0ba4\u0bc1 \u0baa\u0bc7\u0ba9\u0bbe.; \u0b85\u0ba4\u0bc1 \u0baa\u0bb4\u0bae\u0bcd.<\/li><li>recognising and using different question words and anticipated answers; for example, \u0baf\u0bbe\u0bb0\u0bcd? \u0b8e\u0bb5\u0bcd\u0bb5\u0bb3\u0bb5\u0bc1? \u0b8e\u0b99\u0bcd\u0b95\u0bc7? \u0b8e\u0baa\u0bcd\u0baa\u0bcb\u0ba4\u0bc1?<\/li><li>expressing negative responses; for example, \u0b87\u0ba4\u0bc1 \u0b9a\u0bbf\u0bb5\u0baa\u0bcd\u0baa\u0bc1 \u0ba8\u0bbf\u0bb1\u0baa\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bae\u0bcd \u0b87\u0bb2\u0bcd\u0bb2\u0bc8.; \u0b85\u0bb5\u0ba9\u0bcd \u0b93\u0b9f\u0bb5\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8.<\/li><li>using simple verbs to describe actions; for example, \u0b89\u0b9f\u0bcd\u0b95\u0bbe\u0bb0\u0bcd\/  \u0b87\u0bb0\u0bc1, \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1, \u0b95\u0bc1\u0b9f\u0bbf, \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1<\/li><li>developing number knowledge for 21 to 30<\/li><\/ul>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "94e64e9b-7f51-6f7b-2ffb-59fc2d2f785f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that language is organised as \u2018text\u2019 that takes different forms and uses different structures and features to achieve its purpose<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Intercultural understanding"]
}
]}
,{
    
    "identifier": "e7175a9d-0503-e205-38d7-311d39c34d0f",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "de16ef3c-11f8-d8f5-cea1-2411cc0cc943",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that Tamil speakers use language differently in different situations and according to cultural norms, such as when at home with the family or in the classroom<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "b6c664c8-fd09-9f09-bad6-f4511d7e946e",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
            "educationLevels": ["Year 2"],
        "curriculumStatements": [{
    
    "identifier": "1716029d-52f7-7b53-3965-28d7daa83292",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 2"],
        
    	    "educationLevels": ["Year 2"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that all languages, including Tamil, change continuously over time through contact with each other and through changes in society<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "5cbc8216-8fb5-c205-7e8e-d9a2c27578a8",
    "title": "Year 3 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 3"],
    
        "educationLevels": ["Year 3"],
    
    
    "notations":["3"],
    "description":"<div id=\"content_container_24402_1035040\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 3 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 2 and focuses on extending students\u2019 oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.<\/p><p>In Year 3, students communicate in Tamil, interacting with their teacher and peers to exchange information about friends and family members. They participate in individual and collaborative tasks that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.<\/p><p>Students become familiar with the systems of the Tamil language, experimenting with the pronunciation of short and long vowel sounds alone and when combined with consonants. They recognise, trace and copy Tamil characters with straight and curved lines. Students notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as the relationship between subject pronouns and verb endings and an increasing range of adjectives, to generate language for purposeful interaction. They begin to develop a metalanguage in Tamil for talking about language, using terms similar to those used in English.<\/p><p>Students understand and demonstrate how language use varies according to the participants\u2019 identity and context of use. They notice differences between Tamil, Australian and other cultures\u2019 practices and how these are reflected in language.<\/p><p>In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded, and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Tamil as much as possible for classroom routines and social interactions, and in learning tasks.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "39864971-ec54-b42a-c972-ec31f2057730",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 3"],
	
        "educationLevels": ["Year 3"],
    "curriculumStatements": [{
    
    "identifier": "9ad5b3bc-344a-97b2-1b09-119d7094baca",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "0ff15efd-f5aa-9c58-067e-510358772dcd",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact with teacher and peers orally and in writing to exchange information about friends and family members; for example, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0bbf\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0b92\u0bb0\u0bc1 \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0ba9\u0bc1\u0bae\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0ba9\u0bcd\u0bb1\u0ba9\u0bb0\u0bcd.; \u0b8e\u0ba9\u0bcd \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0ba9\u0bcd \u0baa\u0bc6\u0baf\u0bb0\u0bcd \u0b85\u0b95\u0bbf\u0bb2\u0ba9\u0bcd.; \u0b8e\u0ba9\u0ba4\u0bc1 \u0ba4\u0bcb\u0bb4\u0bbf\u0bae\u0bbe\u0bb2\u0ba4\u0bbf \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0b85\u0bb4\u0b95\u0bbe\u0ba9\u0bb5\u0bb3\u0bcd.; \u0b85\u0bb5\u0bb3\u0bc1\u0b95\u0bcd\u0b95\u0bc1 \u0b86\u0bb1\u0bc1 \u0bb5\u0baf\u0ba4\u0bc1.; \u0b8e\u0ba9\u0bcd \u0ba4\u0bbe\u0ba4\u0bcd\u0ba4\u0bbe \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0bb0\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "adb2c43f-1a37-046e-4209-c3f62e164b7e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in routine exchanges, such as asking each other how they are; for example, \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd (\u0bae\u0bbe\u0ba3\u0bb5\u0bb0\u0bcd \u0baa\u0bc6\u0baf\u0bb0\u0bcd).; \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/ \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?; \u0ba8\u0bbe\u0ba9\u0bcd \u0ba8\u0bb2\u0bae\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/\u0ba8\u0bc0 \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?; \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd \u0b85\u0baa\u0bcd\u0baa\u0bbe\/ \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bc7.; \u0ba8\u0bbe\u0bb3\u0bc8 \u0bae\u0bc0\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bcb\u0bae\u0bcd.;&nbsp;&nbsp;\u0b87\u0bb0\u0bb5\u0bc1 \u0bb5\u0ba3\u0b95\u0bcd\u0b95\u0bae\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "42bdfaef-1251-f1ac-f529-9e67f67c8f60",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["socialising-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in individual and collaborative tasks that involve following instructions, asking questions and making statements, and asking for help and permission; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bb4\u0bbf\u0bb5\u0bb1\u0bc8\u0b95\u0bcd\u0b95\u0bc1 \u0baa\u0bcb\u0b95\u0bb2\u0bbe\u0bae\u0bbe?; \u0ba4\u0baf\u0bb5\u0bc1 \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bc1 \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b89\u0ba4\u0bb5\u0bbf \u0b9a\u0bc6\u0baf\u0bcd\u0baf \u0bae\u0bc1\u0b9f\u0bbf\u0baf\u0bc1\u0bae\u0bbe?; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b89\u0ba4\u0bb5\u0bbf \u0ba4\u0bc7\u0bb5\u0bc8\u0baa\u0bcd\u0baa\u0b9f\u0bc1\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "f13c8b96-59dc-69e4-0b96-04195ce19690",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "59bce9c4-0a63-8d2e-e9ee-16028c420046",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "bdbc56bf-151c-2648-8651-5e4294013696",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey factual information about their personal worlds using simple statements, short descriptions and modelled texts<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d0697ad0-2811-6bae-01a8-41135df00b92",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "14a7dffb-b887-29c3-5edc-d2289032798f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "1d83e77c-4541-edbc-b6dc-805acc533558",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d67dda08-1e4c-5bd5-2cbc-79020b71cb74",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "deb485aa-6e54-7832-5dc0-ba6bd6f805b0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate words and expressions in simple texts, such ascaptions, story titles or recurring lines in a story, noticing which ones are difficult to interpret<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "0541e65c-b70e-5d86-4f95-44a23e759b0d",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "67717833-fd23-45e5-97d1-b4109d12633b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Notice what looks or feels similar or different to their own language and culture when interacting in Tamil; for example, gestures such as standing up for elders and joining both palms to say <em>Vanakkam<\/em><\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "675019d0-3010-07bd-1f02-5fadeac85169",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 3"],
	
        "educationLevels": ["Year 3"],
    "curriculumStatements": [{
    
    "identifier": "2c674cae-7559-5fbc-0f3a-1154f07beb7d",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "264c6edb-4790-c731-5c25-27cf71b78743",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, reproduce and pronounce the consonant sound; for example, \u0bb5\u0bcd, \u0baf\u0bcd, \u0bb2\u0bcd, \u0bb3\u0bcd, \u0b99\u0bcd, \u0b9e\u0bcd, \u0bb1\u0bcd<\/p><p>Recognise, reproduce and pronounce the Tamil consonants with short and long vowel sound; for example, \u0bb5, \u0bb5\u0bbe, \u0baf, \u0baf\u0bbe, \u0bb2, \u0bb2\u0bbe, \u0bb3, \u0bb3\u0bbe, \u0b99, \u0b99\u0bbe, \u0b9e, \u0b9e\u0bbe, \u0bb1, \u0bb1\u0bbe<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "9ca3da1e-0091-5c06-eb3b-3a13ff8b0acb",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, trace and copy Tamil characters with straight lines and curved lines; for example, \u0bb5\u0bcd, \u0bb5, \u0bb5\u0bbe, \u0baf\u0bcd, \u0baf, \u0baf\u0bbe, \u0bb2\u0bcd, \u0bb2, \u0bb2\u0bbe, \u0bb3\u0bcd, \u0bb3, \u0bb3\u0bbe, \u0b99\u0bcd, \u0b99, \u0b99\u0bbe, \u0b9e\u0bcd, \u0b9e, \u0b9e\u0bbe, \u0bb1\u0bcd, \u0bb1, \u0bb1\u0bbe<\/p><p>\u0bae\u0bc1\u0ba4\u0bb2\u0bcd \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0b89\u0baf\u0bbf\u0bb0\u0bc6\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd (\u0b85, \u0b86) \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc8(\u0ba3\u0bcd, \u0ba9\u0bcd, \u0bb5\u0bcd, \u0baf\u0bcd, \u0bb2\u0bcd, \u0bb3\u0bcd, \u0b99\u0bcd, \u0b9e\u0bcd, \u0bb1\u0bcd) \u0b87\u0ba3\u0bc8\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd.<\/p><p>Form words using syllables of vowels and consonants; for example, \u0bb5\u0b9f\u0bcd\u0b9f\u0bae\u0bcd, \u0baf\u0bbe\u0bb0\u0bcd, \u0baa\u0bb2\u0bcd, \u0ba8\u0bbe\u0bb3\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "1faa06e1-f0a4-35ed-b132-d2d4b2b97bdd",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by noticing and using context\u2011related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>describing people and animals using subject pronouns, gender and adjectives; for example, \u0b85\u0bb5\u0ba9\u0bcd, \u0b85\u0bb5\u0bb3\u0bcd, \u0b85\u0bb5\u0bb0\u0bcd, \u0b85\u0ba4\u0bc1; \u0b85\u0ba3\u0bcd\u0ba3\u0bcd\u0ba9\u0bcd,&nbsp;&nbsp;\u0b85\u0b95\u0bcd\u0b95\u0bbe,\u0ba4\u0bae\u0bcd\u0baa\u0bbf, \u0ba4\u0b99\u0bcd\u0b95\u0bc8 \u0b8e\u0ba9\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0ba9\u0bcd \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0ba9\u0bcd.<\/li><li>expressing quantity using cardinal numbers, such as \u0ba8\u0bbe\u0bb1\u0bcd\u0baa\u0ba4\u0bc1, \u0b90\u0bae\u0bcd\u0baa\u0ba4\u0bc1, \u0ba8\u0bc2\u0bb1\u0bc1, \u0bae\u0bc1\u0ba8\u0bcd\u0ba8\u0bc2\u0bb1\u0bc1, and ordinal numbers, such as \u0ba8\u0bbe\u0bb1\u0bcd\u0baa\u0ba4\u0bbe\u0bb5\u0ba4\u0bc1, \u0b90\u0bae\u0bcd\u0baa\u0ba4\u0bbe\u0bb5\u0ba4\u0bc1<\/li><li>describing objects in the singular and plural forms; for example, \u0baa\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf - \u0baa\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf\u0b95\u0bb3\u0bcd\u0b95\u0ba4\u0bb5\u0bc1 - \u0b95\u0ba4\u0bb5\u0bc1\u0b95\u0bb3\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 - \u0baa\u0ba8\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd<\/li><li>using pronouns such as \u0b89\u0ba9\u0b95\u0bcd\u0b95\u0bc1, \u0b89\u0ba9\u0b95\u0bcd\u0b95\u0bbe\u0b95 to refer to relationships between people and things; for example, \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b95\u0bbe\u0bb1\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f \u0baa\u0bc1\u0ba4\u0bbf\u0baf \u0b95\u0bbe\u0bb2\u0ba3\u0bbf\u0b95\u0bb3\u0bcd \u0bb5\u0bbe\u0b99\u0bcd\u0b95\u0bbf\u0ba9\u0bcb\u0bae\u0bcd.<\/li><li>using imperatives; for example, \u0b95\u0bc8\u0baf\u0bc8 \u0b89\u0baf\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd\/ \u0b89\u0baf\u0bb0\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1!, \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0ba4\u0bcd\u0ba4\u0bc8\u0ba4\u0bcd \u0ba4\u0bbf\u0bb1\u0bb5\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!\/ \u0ba4\u0bbf\u0bb1!<\/li><li>giving praise, gratitude and encouragement; for example, \u0ba8\u0ba9\u0bcd\u0bb1\u0bc1, \u0bae\u0bbf\u0b95 \u0ba8\u0ba9\u0bcd\u0bb1\u0bc1, \u0bae\u0bc0\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0bae\u0bc1\u0baf\u0bb1\u0bcd\u0b9a\u0bbf \u0b9a\u0bc6\u0baf\u0bcd, \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf, \u0bae\u0bbf\u0b95\u0bcd\u0b95 \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf<\/li><li>recognising that the same rules of punctuation apply as in English, for example using full stops, commas, question marks and exclamation marks<\/li><li>developing number knowledge for 31 to 40<\/li><\/ul><p>Begin to develop a metalanguage in Tamil for talking about language, using terms similar to those used in English<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "85f4404a-7b85-5bfa-e17c-d49144445def",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Tamil texts<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Intercultural understanding"]
}
]}
,{
    
    "identifier": "95d06665-5b05-4d29-419d-a3ac0cd4704b",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "34814a01-7b32-0597-3bf5-6bce8d242ab6",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand and demonstrate how language use varies according to the participants\u2019 age, gender and relationship and the context of use<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "0d7e6362-b062-68b6-0931-bf27c7b36d64",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
            "educationLevels": ["Year 3"],
        "curriculumStatements": [{
    
    "identifier": "b93b76e9-9af5-a24d-d08c-ebb6d4836ee7",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 3"],
        
    	    "educationLevels": ["Year 3"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Notice differences between Tamil, Australian and other cultures\u2019 practices and how these are reflected in language<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "142d1a88-3561-d498-c85d-4b1c85ce383e",
    "title": "Year 4 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 4"],
    
        "educationLevels": ["Year 4"],
    
    
    "notations":["4"],
    "description":"<div id=\"content_container_24402_1035044\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 4 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 3 and focuses on extending students\u2019 oral and written communication skills.<\/p><p>In Year 4, students communicate in Tamil, interacting with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.<\/p><p>Students become familiar with the systems of the Tamil language, experimenting with the pronunciation of vowel sounds combined with consonants. They recognise, trace and copy Tamil letters with straight and curved lines. They notice and use context-related vocabulary in simple spoken and written texts, and apply elements of grammar, such as the present tense, to generate language for purposeful interaction. Students develop a metalanguage in Tamil for talking about language, using terms similar to those used in English.<\/p><p>Students understand that Tamil is an important global language and make connections between culture and language use.<\/p><p>In Year 4, students continue to be encouraged to use Tamil as much as possible for social interactions and in learning tasks.<\/p><div><div id=\"eca086ee-d88c-44c8-abdd-df35914afeb6\" role=\"tabpanel\" aria-labelledby=\"dropdown-sikPdp9z\" aria-hidden=\"false\" tabindex=\"0\" style=\"height: auto;width: auto\"><\/div><\/div>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "385a2b4a-8335-5bb0-dc9c-3131ac0729f7",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 4"],
	
        "educationLevels": ["Year 4"],
    "curriculumStatements": [{
    
    "identifier": "b3e4c8ec-6a83-1ce5-fa39-f2e5d33bacad",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "d88b4d47-9641-2ae2-3b5c-ee923f2e4417",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact with teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bbe\u0bb2\u0bc8 \u0b8e\u0b9f\u0bcd\u0b9f\u0bc1 \u0bae\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0baa\u0bcd \u0baa\u0bb3\u0bcd\u0bb3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bbe\u0ba9\u0bcd \u0b9a\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8 \u0ba4\u0bcb\u0bb1\u0bc1\u0bae\u0bcd \u0b95\u0bc1\u0ba4\u0bbf\u0bb0\u0bc8\u0b9a\u0bcd \u0b9a\u0bb5\u0bbe\u0bb0\u0bbf \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd \u0b85\u0ba4\u0bcd\u0ba4\u0bc1\u0b9f\u0ba9\u0bcd \u0b9e\u0bbe\u0baf\u0bbf\u0bb1\u0bcd\u0bb1\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8 \u0ba4\u0bcb\u0bb1\u0bc1\u0bae\u0bcd \u0bb5\u0bb2\u0bc8\u0baa\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bb5\u0bc1\u0bae\u0bcd \u0b9a\u0bc1\u0bb1\u0bcd\u0bb1\u0bc1\u0bb2\u0bbe \u0b9a\u0bc6\u0bb2\u0bcd\u0bb2\u0bb5\u0bc1\u0bae\u0bcd&nbsp;&nbsp; \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd \u0b86\u0ba9\u0bbe\u0bb2\u0bcd \u0b8e\u0ba9\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0ba9\u0bc1\u0b95\u0bcd\u0b95\u0bc1 \u0b87\u0b9a\u0bc8 \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd&nbsp;&nbsp;&nbsp;\u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "88cf3c5e-93f6-b426-39dc-0b694ecc26e2",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions; for example,creating a display or conducting a role-play or scenario, science experiments, cooking or craft activities; for example, \u0b95\u0bbe\u0b95\u0bbf\u0ba4 \u0b95\u0bc8\u0bb5\u0bbf\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bca\u0bb0\u0bc1\u0b9f\u0bcd\u0b95\u0bb3\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0ba4\u0bc1\/ \u0bb5\u0ba3\u0bcd\u0ba3\u0b95\u0bcd \u0b95\u0bbe\u0b95\u0bbf\u0ba4\u0b99\u0bcd\u0b95\u0bb3\u0bbe\u0bb2\u0bcd \u0bae\u0bbe\u0bb2\u0bc8 \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d952e395-0b09-4d30-ae70-012e8a74958f",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "5ff5ee86-5677-7ad7-ae9e-cbda4af66c75",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Locate and process factual information in a range of written, spoken, digital and multimodal texts related to their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability"]
}
,{
    
    "identifier": "fcf1b13e-e1da-43a2-9e97-19be0c4c88d8",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "4b3e45f1-5021-9d01-7d72-f66efaaf3fcc",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "5c76e1d1-a083-8c73-b6a2-10fd77302f5b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in and respond to imaginative texts, discussing messages and using modelled language to make statements about characters or themes<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "82d1f229-63fd-514e-5ed6-987bd5cab3ef",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "ab048da6-6d8b-5854-01a9-dfe165af3ba9",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "dee73fd3-794f-728c-be79-53ce673e4e02",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate words, phrases and expressions in simple texts, such as Tamil translations of \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0baa\u0b9a\u0bbf\u0baf\u0bc1\u0bb3\u0bcd\u0bb3 \u0b95\u0bae\u0bcd\u0baa\u0bb3\u0bbf\u0baa\u0bcd\u0baa\u0bc2\u0b9a\u0bcd\u0b9a\u0bbf, <em>The Very Hungry Caterpillar<\/em>, and \u0b93\u0bb0\u0bcd \u0b88\u0baf\u0bc8 \u0bb5\u0bbf\u0bb4\u0bc1\u0b99\u0bcd\u0b95\u0bbf\u0baf \u0bae\u0bc2\u0ba4\u0bbe\u0b9f\u0bcd\u0b9f\u0bbf, <em>The Old Woman Who Swallowed a Fly<\/em>, to compare meanings and share understandings about aspects of language and culture that are different from English<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "a7d6b524-1457-2cd4-1e4b-2616701a2e01",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["translating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "fcfb950b-536a-f280-98a8-bf09c72c8292",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "d010a934-6272-2715-6001-1790d10d49a2",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Notice and describe how language reflects cultural practices and norms<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "ec40a202-9ced-38ec-aeff-923a630c2602",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 4"],
	
        "educationLevels": ["Year 4"],
    "curriculumStatements": [{
    
    "identifier": "2649234b-a4b4-d39d-b100-ed48fcbf1cf9",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "506641e4-4b17-f303-40f5-f4c23680c268",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, reproduce and pronounce the Tamil consonants with short and long vowel sounds, such as \u0b87, \u0b88, \u0b89, \u0b8a, \u0b90, on their own and when combined with consonants; for example, \u0b95\u0bbf, \u0b95\u0bc0, \u0b95\u0bc1, \u0b95\u0bc2, \u0b95\u0bc8<\/p><p>Understand the hard consonants and their conjunctions with soft consonants (\u0b87\u0ba9 \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd); for example, (\u0b99\u0bcd-\u0b95\u0bcd) (\u0b9e\u0bcd-\u0b9a\u0bcd) (\u0ba3\u0bcd-\u0b9f\u0bcd) (\u0ba8\u0bcd-\u0ba4\u0bcd) (\u0bae\u0bcd-\u0baa\u0bcd) (\u0ba9\u0bcd-\u0bb1\u0bcd)<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "c5dc2a11-c1a3-00fd-a6cc-e3d4d55350b4",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise, trace and copy Tamil characters with straight lines and curved lines; for example, \u0b95\u0bbf, \u0b95\u0bc0, \u0b95\u0bc1, \u0b95\u0bc2, \u0b95\u0bc8<\/p><p>\u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4 \u0b90\u0ba8\u0bcd\u0ba4\u0bc1 \u0b89\u0baf\u0bbf\u0bb0\u0bc6\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd (\u0b87, \u0b88, \u0b89, \u0b8a, \u0b90) \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc8 \u0b87\u0ba3\u0bc8\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd<\/p><p>Form words using syllables of vowels and consonants; for example, \u0b87\u0bb5\u0bb0\u0bcd, \u0b9a\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd, \u0bb5\u0bc0\u0bb0\u0bae\u0bcd, \u0b86\u0bae\u0bc8, \u0b89\u0b9f\u0bb2\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "c76f96a0-5295-3d1f-7191-83b351df6565",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by recognising and using context\u2011related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>using simple adjectives to describe places and objects; for example, \u0b9a\u0bbf\u0bb1\u0bbf\u0baf \u0b85\u0bb2\u0bc1\u0bb5\u0bb2\u0b95\u0bae\u0bcd, \u0baa\u0b9a\u0bcd\u0b9a\u0bc8\u0baa\u0bcd \u0baa\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf<\/li><li>using singular and plural forms, with their appropriate letter change; for, example, \u0bae\u0bb0\u0bae\u0bcd - \u0bae\u0bb0\u0b99\u0bcd\u0b95\u0bb3\u0bcd,  \u0baa\u0bb2\u0bcd - \u0baa\u0bb1\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>telling the time on the hour; for example, \u0ba8\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1 \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bbe\u0bb2\u0bc8 \u0b8f\u0bb4\u0bc1 \u0bae\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0baa\u0bcd \u0baa\u0bb3\u0bcd\u0bb3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc7\u0ba9\u0bcd.<\/li><li>expressing time periods by using days of the week; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0ba4\u0bbf\u0b99\u0bcd\u0b95\u0b9f\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8 \u0b95\u0bc2\u0b9f\u0bc8\u0baa\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd.<\/li><li>describe the location of objects; for example, \u0b95\u0bc0\u0bb4\u0bc7, \u0b89\u0bb3\u0bcd\u0bb3\u0bc7, \u0b85\u0bb0\u0bc1\u0b95\u0bbf\u0bb2\u0bcd, \u0baa\u0bbf\u0ba9\u0bcd\u0ba9\u0bbe\u0bb2\u0bcd<\/li><li>seeking information using questions; for example, \u0b8e\u0baa\u0bcd\u0baa\u0bcb\u0ba4\u0bc1? \u0b8e\u0b99\u0bcd\u0b95\u0bc7? \u0b8e\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1?<\/li><li>linking ideas using conjunctions; for example, \u0b86\u0b95\u0bc8\u0baf\u0bbe\u0bb2\u0bcd, \u0b86\u0ba9\u0bbe\u0bb2\u0bcd, \u0bae\u0bb1\u0bcd\u0bb1\u0bc1\u0bae\u0bcd, \u0b85\u0ba4\u0bcd\u0ba4\u0bc1\u0b9f\u0ba9\u0bcd<\/li><li>understanding the rules for subject-object-verb sentence construction; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0ba4\u0bcb\u0b9a\u0bc8 \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bcd\u0b9f\u0bc7\u0ba9\u0bcd.; and possessive word order; for example, \u0b8e\u0ba9\u0bcd \u0ba4\u0bae\u0bcd\u0baa\u0bbf\u0baf\u0bbf\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0bae\u0bcd.<\/li><li>using past, present and future tenses and taking note of their different forms; for example, \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bbf\u0ba9\u0bc7\u0ba9\u0bcd, \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1 \u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd; \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd<\/li><li>directing others using imperatives, such as \u0b95\u0bc2\u0b9f\u0bbe\u0ba4\u0bc1!, \u0b9a\u0bc0\u0b95\u0bcd\u0b95\u0bbf\u0bb0\u0bae\u0bcd!, \u0b95\u0bb5\u0ba9\u0bae\u0bcd!, and inviting others using polite forms; for example, \u0ba4\u0baf\u0bb5\u0bc1 \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bc1 \u0b85\u0bae\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd.<\/li><li>developing number knowledge for 41 to 60<\/li><\/ul><p>Begin to develop a metalanguage in Tamil for talking about language, using terms similar to those used in English<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "db180c9b-f6ba-6d7b-2d6e-178c0fd2df56",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Notice differences in familiar texts, such aspersonal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "e4949099-3413-b39b-8794-bb55090631aa",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "1476bcc7-936a-14fb-4f37-8aef8d2758fc",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that different ways of using Tamil language reflect different regions and countries, different relationships and different ways of making meaning<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "5420ae82-1258-a1ba-7640-9a13572d0b77",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
            "educationLevels": ["Year 4"],
        "curriculumStatements": [{
    
    "identifier": "b04b5022-246e-3c70-7994-55b9fccb24cf",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 4"],
        
    	    "educationLevels": ["Year 4"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that Tamil is an important global language used by communities in many countries around the world and that it has connections with several other languages<\/p><p>Make connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "90d1c478-3e2b-8bc7-29d1-c6a5553a3028",
    "title": "Year 5 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 5"],
    
        "educationLevels": ["Year 5"],
    
    
    "notations":["5"],
    "description":"<div id=\"content_container_24402_1035048\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 5 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 4 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture.<\/p><p>In Year 5, students communicate in Tamil, initiating interactions with their teacher and peers to exchange information about their home, neighbourhood and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information and supporting details and ideas from texts related to their personal and social worlds. They engage with imaginative texts, sharing responses to characters, events and ideas, and make connections with their own experience and feelings. Students create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from&nbsp;&nbsp;&nbsp;events, characters or settings.<\/p><p>Students become more familiar with the systems of the Tamil language. They read and write the 12&nbsp;vowels and 18&nbsp;consonants, and make vowel-consonant sounds that follow the pattern of sounds for all consonants of the Tamil language. Students use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as describing the location of homes. They build a metalanguage in Tamil to comment on vocabulary and grammar and describe patterns, grammatical rules and variations in language structures.<\/p><p>Students show understanding that there are different forms of spoken and written Tamil used in different contexts by different people. They are encouraged to reflect on how their own and others\u2019 language use is shaped by and reflects communities\u2019 ways of thinking and behaving, and may be differently interpreted by others.<\/p><p>In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Tamil. They are supported to use Tamil as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly limited to use for&nbsp;&nbsp;&nbsp;&nbsp;discussion, clarification, explanation, analysis and reflection.<\/p><div><div id=\"eca086ee-d88c-44c8-abdd-df35914afeb6\" role=\"tabpanel\" aria-labelledby=\"dropdown-sikPdp9z\" aria-hidden=\"false\" tabindex=\"0\" style=\"height: auto;width: auto\"><\/div><\/div>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "58e38d80-f4db-e37c-70bb-a01b12605bda",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 5"],
	
        "educationLevels": ["Year 5"],
    "curriculumStatements": [{
    
    "identifier": "c443b3d8-4271-9dea-cd6d-ac7af00ba6e4",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "a778a17c-bbe9-292e-d0d4-6b877d43a013",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate interactions with teacher and peers orally and in writing to exchange information about their home, neighbourhood and local community; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bbf\u0bb2\u0bcd\u0bb5\u0b9f\u0bcd \u0ba4\u0bca\u0b95\u0bc1\u0ba4\u0bbf\u0baf\u0bbf\u0bb2\u0bcd \u0b92\u0bb0\u0bc1 \u0baa\u0bb4\u0bc8\u0baf \u0bb5\u0bc0\u0b9f\u0bcd\u0b9f\u0bbf\u0bb2\u0bcd \u0bb5\u0b9a\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.; \u0b8e\u0ba9\u0bcd \u0bb5\u0bc0\u0b9f\u0bc1 \u0ba8\u0ba4\u0bbf\u0baf\u0bbf\u0ba9\u0bcd \u0b85\u0bb0\u0bc1\u0b95\u0bbf\u0bb2\u0bcd \u0b92\u0bb0\u0bc1 \u0baa\u0bc2\u0b99\u0bcd\u0b95\u0bbe\u0bb5\u0bbf\u0ba9\u0bcd \u0baa\u0b95\u0bcd\u0b95\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.; \u0ba8\u0bbe\u0ba9\u0bcd \u0bb5\u0bbe\u0bb0 \u0b87\u0bb1\u0bc1\u0ba4\u0bbf \u0ba8\u0bbe\u0b9f\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0b8e\u0ba9\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd \u0b9a\u0bbf\u0bb1\u0bcd\u0bb1\u0bc1\u0ba3\u0bcd\u0b9f\u0bbf\u0baf\u0b95\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bbe\u0ba9\u0bcd \u0baa\u0bb3\u0bcd\u0bb3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0baa\u0bcd \u0baa\u0bc7\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b9a\u0ba8\u0bcd\u0ba4\u0bc8\u0b95\u0bcd\u0b95\u0bc1\u0baa\u0bcd \u0baa\u0bcb\u0bb5\u0bcb\u0bae\u0bcd.; \u0b8e\u0ba9\u0bcd \u0baa\u0bb3\u0bcd\u0bb3\u0bbf\u0baf\u0bbf\u0bb2\u0bcd \u0baa\u0bc6\u0bb0\u0bbf\u0baf \u0ba8\u0bc2\u0bb2\u0b95\u0bae\u0bc1\u0bae\u0bcd \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0b9f\u0bb2\u0bc1\u0bae\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0ba9\u0bcd\u0bb1\u0ba9.; \u0b8e\u0ba9\u0bcd \u0bb5\u0bc0\u0b9f\u0bcd\u0b9f\u0bbf\u0ba9\u0bcd \u0baa\u0bbf\u0ba9\u0bcd\u0baa\u0bc1\u0bb1\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0ba8\u0bc0\u0b9a\u0bcd\u0b9a\u0bb2\u0bcd \u0b95\u0bc1\u0bb3\u0bae\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "f0f7d4a9-87da-1706-ad40-db0d7fa9b0cd",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in individual and collaborative tasks that involve organising displays, planning outings and conducting events, such as performances, or activities; for example, building models, and completing transactions in places such as a caf\u00e9 or a market<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "aa9535e0-30cd-5759-8c2b-eee91bfa9c56",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "6e41695e-2878-c580-326b-733db54651a3",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "fe9ba754-797d-e754-6445-6074d838ee22",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "07545d2f-a835-8e5f-4839-3247dfd7734d",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "a36f06fe-3223-9e95-244b-93d1c90608a7",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Share responses to characters, events and ideas in imaginative texts, such as stories, dialogues, cartoons, television programs or films, and make connections with their own experience and feelings<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "a2248e62-3cb6-dd7e-f972-110b70104258",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "c2c11ec3-8015-139d-30ac-7b3906527173",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "2cef2aa0-f761-b89e-3b68-7ad754f1bf42",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate simple texts from Tamil to English and vice versa, noticing which words or phrases require interpretation or explanation<\/p><p>Use visual, print or online dictionaries, word lists and pictures to translate short, familiar texts<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "84324b61-434e-8de3-68c3-8a8e1d8c7458",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "3e20ee29-6d4f-19e0-5691-558c40bce285",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Compare ways of communicating in English- and Tamil-speaking contexts and identify ways in which culture influences language use<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "b040befe-e315-acc3-f27d-8ee3f314f194",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 5"],
	
        "educationLevels": ["Year 5"],
    "curriculumStatements": [{
    
    "identifier": "6c53b012-1283-0385-d7d1-51891a509322",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "cd5d759b-b072-427c-4313-6f9cd6de17c4",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that the 12 vowels and the 18 consonants combine to make vowel-consonant sounds that follow the pattern of sounds for all consonants of the Tamil alphabet; for example, \u0b95\u0bc6, \u0b95\u0bc7, \u0b95\u0bca, \u0b95\u0bcb, \u0b95\u0bcc<\/p><p>Recognise the specific sound difference between consonants and the correct pronunciation of the same to avoid distorting the meaning of the word (\u0bae\u0baf\u0b99\u0bcd\u0b95\u0bca\u0bb2\u0bbf\u0b95\u0bb3\u0bcd); for example, \u0bb5\u0bbe\u0ba3\u0bae\u0bcd, \u0bb5\u0bbe\u0ba9\u0bae\u0bcd, \u0baa\u0ba3\u0bbf, \u0baa\u0ba9\u0bbf<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "5ad673a5-5098-e784-1245-13e79794326f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that vowels and consonants combine to make composite letters; for example, \u0b95\u0bc6, \u0b95\u0bc7, \u0b95\u0bca, \u0b95\u0bcb, \u0b95\u0bcc<\/p><p>\u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4 \u0b90\u0ba8\u0bcd\u0ba4\u0bc1 \u0b89\u0baf\u0bbf\u0bb0\u0bc6\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd (\u0b8e, \u0b8f, \u0b92, \u0b93, \u0b92\u0bb3) \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bc8 \u0b87\u0ba3\u0bc8\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd<\/p><p>Recognise and identify that the 18 consonants combined with the 12 vowels and an<em> Ayutha<\/em> or soul letter (\u0b83 ) combine to make the 247 characters in the Tamil language<\/p><p>Form words using syllables of vowels and consonants; for example, \u0b8e\u0b9f\u0bcd\u0b9f\u0bc1, \u0baa\u0bc6\u0baf\u0bb0\u0bcd, \u0b95\u0bca\u0b95\u0bcd\u0b95\u0bc1, \u0b95\u0bcb\u0bb4\u0bbf, \u0b92\u0bb3\u0bb5\u0bc8\u0baf\u0bbe\u0bb0\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "cbace777-ec79-9eb5-d8fa-0605bde96f74",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by recognising and using context\u2011related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>describing objects in the noun groups (common, specific and collective); for example, \u0b95\u0bbf\u0bb4\u0bae\u0bc8, \u0baa\u0bc1\u0ba4\u0ba9\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8, \u0b95\u0bc2\u0b9f\u0bcd\u0b9f\u0bae\u0bcd<\/li><li>describing people\/objects in the domain (rational, irrational); for example, \u0ba8\u0ba3\u0bcd\u0baa\u0ba9\u0bcd, \u0baa\u0bc2\u0ba9\u0bc8<\/li><li>referring to people and things using pronouns such as personal, proximate, remote, possessive; for example, \u0ba8\u0bbe\u0ba9\u0bcd, \u0b8e\u0ba9\u0ba4\u0bc1, \u0b85\u0ba8\u0bcd\u0ba4, \u0b87\u0b99\u0bcd\u0b95\u0bc7, \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>using masculine, feminine, common, neuter singular and neuter plural forms of nouns; for example, \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0ba9\u0bcd, \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0bbf, \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0bb0\u0bcd, \u0bae\u0bc1\u0baf\u0bb2\u0bcd, \u0bae\u0bc1\u0baf\u0bb2\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>observing the relationship between gender and verb endings; for example, \u0b85\u0bb5\u0ba9\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bc1\u0b95\u0bbf\u0bb1\u0bbe\u0ba9\u0bcd, \u0b85\u0bb5\u0bb3\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bc1\u0b95\u0bbf\u0bb1\u0bbe\u0bb3\u0bcd, \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bc1\u0b95\u0bbf\u0bb1\u0bcb\u0bae\u0bcd.<\/li><li>seeking information and explanation indicating location using prepositions to expand on spoken or written interactions; for example, \u0bae\u0bc7\u0bb2\u0bc7, \u0b89\u0bb3\u0bcd\u0bb3\u0bc7, \u0b85\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1, \u0b85\u0b99\u0bcd\u0b95\u0bc7<\/li><li>creating cohesion using prepositions; for example, \u0baa\u0bbf\u0bb1\u0b95\u0bc1, \u0bae\u0bc1\u0ba9\u0bcd\u0baa\u0bc1; \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bbe\u0bb2\u0bc8 \u0b89\u0ba3\u0bb5\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0baa\u0bcd \u0baa\u0bbf\u0bb1\u0b95\u0bc1 \u0b8e\u0ba9\u0bcd \u0ba4\u0b99\u0bcd\u0b95\u0bc8\u0baf\u0bcb\u0b9f\u0bc1 \u0baa\u0bb3\u0bcd\u0bb3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd.<\/li><li>using antonyms, such as \u0b89\u0bb3\u0bcd\u0bb3\u0bc7 - \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc7\u0bae\u0bc7\u0bb2\u0bc7 - \u0b95\u0bc0\u0bb4\u0bc7<\/li><li>using question words, such as \u0baf\u0bbe\u0bb0\u0bc1\u0b9f\u0ba9\u0bcd? \u0b8e\u0ba4\u0bb1\u0bcd\u0b95\u0bc1? \u0b8e\u0ba4\u0bbf\u0bb2\u0bcd?<\/li><li>developing number knowledge for 61 to 80, and using a dozen, a decade, and a century<\/li><\/ul><p>Build a metalanguage in Tamil to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking"]
}
,{
    
    "identifier": "561104ee-9343-f0b0-3e68-e8b54819e1d9",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that spoken, written and multimodal Tamil texts have certain conventions and can take different forms depending on the context in which they are produced<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "041856e9-7cb6-68f6-a425-cf211924578d",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "b88cd724-4de6-c7b4-98bd-7b98189c5573",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that there are variations in Tamil as it is used in different contexts by different people; for example,formal\/informal register and regional variations<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "c21751f8-6750-bee4-0987-383c3c8fb5c0",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
            "educationLevels": ["Year 5"],
        "curriculumStatements": [{
    
    "identifier": "8a0a884b-acff-084b-7074-4889415faaf9",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 5"],
        
    	    "educationLevels": ["Year 5"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that there are different forms of spoken and written Tamil used in different contexts within Tamil Nadu and in other regions of the world<\/p><p> Reflect on how their own and others\u2019 language use is shaped by and reflects communities\u2019 ways of thinking and behaving and may be differently interpreted by others<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "d8cb1a70-9332-8ef7-d799-d0e0edd7c215",
    "title": "Year 6 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 6"],
    
        "educationLevels": ["Year 6"],
    
    
    "notations":["6"],
    "description":"<div id=\"content_container_24402_1035052\">\r\n<p><strong>Year Level Description<\/strong><\/p><p>Year 6 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 5 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them they also become more aware of the similarities and differences between Tamil language and culture and their own.<\/p><p>In Year 6, students communicate in Tamil, initiating interactions with their teacher and peers to exchange information and relate experiences about free time. They engage in individual and collaborative tasks with peers to plan events or activities to showcase their progress in learning and using Tamil. Students gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They convey information, ideas and opinions, and use them in new ways. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.<\/p><p>Students become more familiar with the systems of the Tamil language, developing greater fluency and accuracy in communication. They begin to use Tamil spontaneously when interacting with one another and their teacher, and use an increasing range of body language and gestures. Students write simple texts on familiar topics using Tamil letters and recognise some single letters and whole words in Tamil with the support of a chart. They generate language for purposeful interaction in spoken and written texts using context-related vocabulary and elements of grammar. Students build a metalanguage in Tamil to describe patterns, grammatical rules and variations in language structures.<\/p><p>Students understand that the Tamil language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.<\/p><p>In Year 6 students continue to widen their social networks, experiences and communication repertoires in both their first language and Tamil. They are encouraged to use Tamil as much as possible for interactions, structured learning tasks and language experimentation and practice.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "523092dc-6d13-2ca0-9a4c-1ca171e62570",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 6"],
	
        "educationLevels": ["Year 6"],
    "curriculumStatements": [{
    
    "identifier": "e3d8c519-7274-57ef-1e78-2507c94b6ecb",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "0ac347ce-0572-5d3b-eed8-fabc261550be",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate interactions with teacher and peers orally and in writing to exchange information and relate experiences about free time; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0bae\u0bbe\u0bb2\u0bc8 \u0ba8\u0bc7\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0bb5\u0bc0\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bbe\u0b9f\u0b99\u0bcd\u0b95\u0bb3\u0bc8\u0b9a\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd. \u0b85\u0ba4\u0bcd\u0ba4\u0bc1\u0b9f\u0ba9\u0bcd \u0b95\u0bbe\u0ba3\u0bca\u0bb3\u0bbf \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd.;  \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0bae\u0bbe\u0bb2\u0bc8 \u0ba8\u0bc7\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b8e\u0ba9\u0bcd\u0ba9 \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/\u0ba8\u0bc0 \u0bae\u0bbe\u0bb2\u0bc8 \u0ba8\u0bc7\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b8e\u0ba9\u0bcd\u0ba9 \u0b9a\u0bc6\u0baf\u0bcd\u0bb5\u0bbe\u0baf\u0bcd? \u0b9a\u0bbf\u0bb1\u0bcd\u0bb1\u0bc1\u0ba3\u0bcd\u0b9f\u0bbf\u0baf\u0b95\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bc1 \u0baa\u0bcb\u0b95\u0bb2\u0bbe\u0bae\u0bbe?; \u0bb5\u0bbe\u0ba9\u0bbf\u0bb2\u0bc8 \u0ba8\u0ba9\u0bcd\u0bb1\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0baa\u0bcb\u0ba4\u0bc1 \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0b9f\u0bb1\u0bcd\u0b95\u0bb0\u0bc8\u0b95\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bc7\u0ba9\u0bcd.<\/p><p>Participate in routine exchanges to express feelings, opinions and personal preferences; for example, \u0b85\u0bb5\u0ba9\u0bcd \u0b8e\u0ba9\u0bcd \u0b85\u0ba3\u0bcd\u0ba3\u0ba9\u0bcd.; \u0b85\u0bb5\u0ba9\u0bcd \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0ba9\u0bcd.\/\u0b85\u0bb5\u0bb0\u0bcd \u0b8e\u0ba9\u0bcd \u0b85\u0ba3\u0bcd\u0ba3\u0bbe.; \u0b85\u0bb5\u0bb0\u0bcd \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0bb0\u0bcd. \u0bae\u0ba9\u0bcd\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0bb0\u0bbe\u0ba4\u0bbe.; \u0b86\u0ba9\u0bbe\u0bb2\u0bcd ...; \u0ba8\u0bbe\u0ba9\u0bcd \u0ba8\u0bbf\u0ba9\u0bc8\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd \u2026; \u0ba8\u0bbe\u0ba9\u0bcd \u0ba8\u0bbf\u0b9a\u0bcd\u0b9a\u0baf\u0bae\u0bbe\u0b95 \u0b9a\u0bae\u0bcd\u0bae\u0ba4\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "4efcc3ea-34a8-fa47-5846-b0ee9d4772be",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in individual and collaborative tasks to plan events or activities to showcase their progress in learning and using Tamil, developing projects or budgeting for a shared event<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "159e2513-0958-0fd9-bfca-6adc8dc9f8e8",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "39e4c9cd-4bc6-b533-5b3b-843815a86803",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "a5f70e99-556e-943e-ad65-aaa2a335c839",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "a2564692-9749-019a-2c64-1121a8c7dd3c",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "e9b6312c-6522-d86c-478b-cd5967d1a745",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Share and compare responses to characters, events and ideas and identify cultural elements in imaginative texts<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "534bffe9-eeff-148b-8f62-f6697ca188e7",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "23865cfd-7923-2d57-28fd-ce5c462d4077",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "df1bfea5-c656-4579-3030-3a28dfe27d6f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate and interpret short texts from Tamil to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning<\/p><p> Experiment with bilingual dictionaries and\/or online translators, considering the relative advantages or limitations of each resource<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "9bb7d8f7-6d60-ef03-6430-6b6a8b396170",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "f3ba18ae-a769-e22f-aa37-0d23d5756a15",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments; for example, Diwali or Deepavali celebrations<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "5cef8bde-8575-8ea6-79d8-551be746a458",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 6"],
	
        "educationLevels": ["Year 6"],
    "curriculumStatements": [{
    
    "identifier": "6213d9a7-b459-ab0d-2c1a-de7163810836",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "6f2f70ee-ca5e-ece3-0cc8-f9346eda7187",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise and enunciate words, and combine these aspects to construct sentences; for example, \u0b87\u0ba4\u0bc1 \u0b92\u0bb0\u0bc1 \u0b95\u0bb1\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd \u0b95\u0bc1\u0ba4\u0bbf\u0bb0\u0bc8.<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Critical and creative thinking"]
}
,{
    
    "identifier": "0386608c-ee8e-ff3d-7b0e-30655ccbacc2",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand and write \u0b9f\u0b95\u0bb0 \u0bb5\u0bb0\u0bbf\u0b9a\u0bc8; for example, \u0b9f, \u0b9f\u0bbe, \u0b9f\u0bbf, \u0b9f\u0bc0, \u0b9f\u0bc1, \u0b9f\u0bc2, \u0b9f\u0bc6, \u0b9f\u0bc7, \u0b9f\u0bc8, \u0b9f\u0bca, \u0b9f\u0bcb, \u0b9f\u0bcc (Da letters), followed by \u0baa \u0bb5\u0bb0\u0bbf\u0b9a\u0bc8 \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd and the subsequent letters.<\/p><p> Understand that the <em>Grantha<\/em> letters \u0bb8, \u0bb9, \u0bb7, \u0b95\u0bcd\u0bb7, \u0bf5, \u0bb6\u0bcd\u0bb0\u0bc0 are also used at times in the Tamil language; for example, \u0b95\u0bbf\u0bb0\u0bc1\u0bb7\u0bcd\u0ba3\u0bbe, \u0b9c\u0bc6\u0baf\u0bcd, \u0bb9\u0bb0\u0bbf (<em>Krishna<\/em>, <em>Jey<\/em>, <em>Hari<\/em>)<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "a5b07828-e412-4078-7b2a-a6c21be0c1ef",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in simple spoken and written texts by using context-related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>using adjectives to describe people, activities and things; for example, \u0b87\u0ba8\u0bcd\u0ba4 \u0ba4\u0bcb\u0b9a\u0bc8 \u0bae\u0bbf\u0bb0\u0bc1\u0ba4\u0bc1\u0bb5\u0bbe\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0b9a\u0bc1\u0bb5\u0bc8\u0baf\u0bbe\u0b95\u0bb5\u0bc1\u0bae\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.<\/li><li>comparing and evaluating using comparatives and superlatives; for example, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba4\u0bca\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bbe\u0b9f\u0bcd\u0b9a\u0bbf \u0baa\u0bbe\u0bb0\u0bcd\u0baa\u0bcd\u0baa\u0ba4\u0bc8\u0bb5\u0bbf\u0b9f \u0b95\u0bbe\u0bb1\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bb5\u0bc7 \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.<\/li><li>using adverbs to describe the frequency, quantity, and quality of verbs; for example, \u0ba4\u0bbf\u0ba9\u0ba8\u0bcd\u0ba4\u0bcb\u0bb1\u0bc1\u0bae\u0bcd, \u0b85\u0ba4\u0bbf\u0b95\u0bae\u0bbe\u0b95, \u0bae\u0b95\u0bbf\u0bb4\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf\u0baf\u0bbe\u0b95<\/li><li>using prepositions; for example, \u0bae\u0bc1\u0ba9\u0bcd\u0baa\u0bc1, \u0baa\u0bbf\u0bb1\u0b95\u0bc1, \u0b87\u0ba9\u0bcd\u0bb1\u0bc1, \u0ba8\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1, \u0ba8\u0bbe\u0bb3\u0bc8<\/li><li>understanding the rules for past, present and future tenses and taking note of the use of tense marker to differentiate tenses; for example, \u0b9f\u0bcd, \u0ba4\u0bcd, \u0bb1\u0bcd, \u0b95\u0bbf\u0bb1\u0bc1, \u0b95\u0bbf\u0ba9\u0bcd\u0bb1\u0bc1, \u0bb5\u0bcd, \u0baa\u0bcd; \u0b95\u0bc1\u0b9f\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba9\u0bcd, \u0b95\u0bc1\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0ba9\u0bcd\u0bb1\u0bbe\u0ba9\u0bcd, \u0b95\u0bc1\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bbe\u0ba9\u0bcd<\/li><li>expressing reactions with exclamations; for example, \u0b8e\u0bb5\u0bcd\u0bb5\u0bb3\u0bb5\u0bc1 \u0b85\u0bb4\u0b95\u0bc1!<\/li><li>becoming aware of the Tamil subject-object-verb structure; for example, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba8\u0bbe\u0baf\u0bcd\u0b95\u0bcd\u0b95\u0bc1\u0b9f\u0bcd\u0b9f\u0bbf \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.<\/li><li>using joining words and split words; for example, without change (\u0b87\u0baf\u0bb2\u0bcd\u0baa\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf) \u0bae\u0bb2\u0bb0\u0bcd+\u0bae\u0bbe\u0bb2\u0bc8= \u0bae\u0bb2\u0bb0\u0bcd\u0bae\u0bbe\u0bb2\u0bc8with change (\u0bb5\u0bbf\u0b95\u0bbe\u0bb0\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf) \u0ba4\u0bbf\u0bb0\u0bc8+\u0baa\u0b9f\u0bae\u0bcd= \u0ba4\u0bbf\u0bb0\u0bc8\u0baa\u0bcd\u0baa\u0b9f\u0bae\u0bcd<\/li><li>developing number knowledge for 81 to 100, one thousand, one hundred thousand and one million, \u0b86\u0baf\u0bbf\u0bb0\u0bae\u0bcd, \u0baa\u0ba4\u0bcd\u0ba4\u0bbe\u0baf\u0bbf\u0bb0\u0bae\u0bcd, \u0b87\u0bb2\u0b9f\u0bcd\u0b9a\u0bae\u0bcd and reading numbers like \u20182022\u2019 as \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bbe\u0baf\u0bbf\u0bb0\u0ba4\u0bcd\u0ba4\u0bc1 \u0b87\u0bb0\u0bc1\u0baa\u0ba4\u0bcd\u0ba4\u0bbf \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1.<\/li><\/ul><p>Build a metalanguage in Tamil to describe patterns, grammatical rules and variations in language structures<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "c2489d69-1c53-690e-37d9-a26e4b251b10",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand how Tamil texts use language in ways that create different effects and suit different audiences<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
]}
,{
    
    "identifier": "106febbc-91b0-becd-1374-9c3d89bc0ef6",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "f017d64b-fa60-43d5-8995-95101e7c6816",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that the Tamil language is used differently in different contexts and situations<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d1e9c7e5-6c7e-c515-49e3-d33e18031ee0",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
            "educationLevels": ["Year 6"],
        "curriculumStatements": [{
    
    "identifier": "cfa2dd9e-84bf-ca6a-4c1a-80abe414e878",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 6"],
        
    	    "educationLevels": ["Year 6"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that the Tamil language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge<\/p><p> Understand that language and culture are integral to the nature of identity and communication<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "99a9622c-d96b-c132-f78b-97212adfc66e",
    "title": "Year 7 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 7"],
    
        "educationLevels": ["Year 7"],
    
    
    "notations":["7"],
    "description":"<div id=\"content_container_24402_1035056\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 7 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 6 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture. Some students begin Year 7 with proficiency in languages other than Tamil and bring existing language learning strategies and intercultural awareness to the new experience of learning Tamil. Students\u2019 growing textual knowledge, developed through English literacy, supports their developing Tamil literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.<\/p><p>In Year 7, students communicate in Tamil, initiating and participating in interactions with peers and known adults to exchange information about and share opinions, thoughts and feelings about people, social events and school experiences. They engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas in texts related to aspects of their personal and social worlds, using&nbsp;&nbsp;language and modes of presentation to suit different audiences and contexts. Students respond to imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences. They create and present simple individual and shared imaginative texts to entertain peers and younger audiences.<\/p><p>Students better understand the systems of the Tamil language when encountered in spoken and written texts. They recognise and experiment with the pattern of sounds for all vowels and consonants of Tamil by reciting and repeating words and phrases in context. Students generate language for purposeful interaction in spoken and written texts by using context-related vocabulary and elements of grammar, such as using \u0b87\u0bb1\u0ba8\u0bcd\u0ba4 \u0b95\u0bbe\u0bb2\u0bae\u0bcd and becoming familiar with \u0ba8\u0bbf\u0b95\u0bb4\u0bcd \u0b95\u0bbe\u0bb2\u0bae\u0bcd and \u0b8e\u0ba4\u0bbf\u0bb0\u0bcd \u0b95\u0bbe\u0bb2\u0bae\u0bcd when encountered in familiar expressions and scaffolded language contexts. They continue to build a metalanguage in Tamil to describe grammatical concepts and organise learning resources.<\/p><p>Students recognise that Tamil language is used differently according to the context and situation. They acknowledge that languages change over time and influence one another.<\/p><p>In Year 7, students reflect on changes in their own use of language\/s over time, noticing how and when new ways are adopted, or existing ways adapted.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "f68bda3b-4934-bfa2-dd50-cd5a7b8ee550",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 7"],
	
        "educationLevels": ["Year 7"],
    "curriculumStatements": [{
    
    "identifier": "672c80a2-762a-9fd6-572f-ffb8c49b8a04",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "6d351d4d-ad2d-6238-a249-0892d7dfa940",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate and participate in interactions with peers and known adults orally and in writing to exchange information about and share opinions, thoughts and feelings on people, social events and school experiences; for example, \u0b8e\u0ba9\u0bcd \u0b9a\u0b95\u0bcb\u0ba4\u0bb0\u0bbf \u0b8e\u0ba9\u0bcd\u0ba9\u0bc8\u0b95\u0bcd \u0b95\u0bcb\u0baa\u0bae\u0bcd \u0b85\u0b9f\u0bc8\u0baf\u0b9a\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bbe\u0bb3\u0bcd \u0b8f\u0ba9\u0bc6\u0ba9\u0bbf\u0bb2\u0bcd \u2026; \u0ba8\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1 \u0b87\u0bb0\u0bb5\u0bc1 \u0ba8\u0bbe\u0ba9\u0bcd \u0b8e\u0ba9\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bcd \u0ba4\u0bbf\u0bb0\u0bc8\u0baf\u0bb0\u0b99\u0bcd\u0b95\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc7\u0ba9\u0bcd.; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b87\u0b9a\u0bc8\/ \u0b95\u0ba3\u0bbf\u0ba9\u0bbf\/\u0b95\u0ba3\u0bbf\u0ba4\u0bae\u0bcd \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd\/\u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8.; \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd\/\u0ba8\u0bc0 \u0bae\u0bc0\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd \u0b87\u0bb5\u0bcd\u0bb5\u0bb0\u0bc1\u0b9f\u0bae\u0bcd \u0baa\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0ba4\u0bc6\u0ba9\u0bcd\u0bb1\u0bbe\u0bb2\u0bcd \u2026<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "56de7ebd-59c1-9be8-c950-0ff521fc0c08",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in individual and collaborative tasks that involve planning; for example, hosting a Tamil class or visitor, or organising an excursion to a South Indian restaurant, the cinema, a music concert, or a Tamil Association Open Day Function or Market considering options, negotiating arrangements and participating in transactions<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "fd6b77da-39bd-c407-0ff0-84a8c745f086",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "36275041-1eaf-4753-1b3d-2c430564fe7e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "e03664e5-8810-aea6-3924-5e06ce46339a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "f17d4279-194a-7d3f-2795-3eb211a3f516",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "fcc07928-ef44-b659-62b1-4b7922c25b0b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Respond to imaginative texts, such assongs, poems, plays or stories, by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "1a0777ea-7dea-fd06-3390-14903627a7ec",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and present simple individual and shared imaginative texts that involve imagined characters, places and experiences to entertain peers and younger audiences<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "5214a43b-add0-9bc6-7170-da99723ee17c",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "d752f669-7668-24a1-7e8b-01f17fb57573",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate texts and compare their own translation to classmates\u2019, noticing when it is difficult to transfer meaning from one language to the other<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "df2ad208-04d0-ad4e-ef16-5ea9e68b3e15",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "4109f99a-7794-05c3-ae78-c8495f709e31",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Interact and engage with members of the Tamil\u2011speaking community to share and compare aspects of culture that affect communication and notice how own culture impacts on language use; for example, ways of expressing feelings, or politeness protocols associated with social events<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "7e811324-06f4-e35a-6507-ed17e7f41fc6",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["reflecting-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Consider how their own biography \u2013 including personal experiences, family origins, traditions and beliefs, interests and experience \u2013 influences their identity and communication<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "fbec8ace-b41a-3c26-07c4-ca9d57f529e6",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 7"],
	
        "educationLevels": ["Year 7"],
    "curriculumStatements": [{
    
    "identifier": "0e52e483-1b1d-946f-471f-79aada7f6259",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "d020c8ad-188a-e7d3-7e07-515d87db0af3",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that in Tamil, the 12 vowels and 18 consonants combine to form vowel- consonant sounds that follow the pattern of sounds for all consonants of the Tamil language; for example, 12 \u0b89\u0baf\u0bbf\u0bb0\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd, 18 \u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd, 216 \u0b89\u0baf\u0bbf\u0bb0\u0bcd\u0bae\u0bc6\u0baf\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd<\/p><p>Recognise and use the hard consonants and their conjunctions with soft consonants (\u0b87\u0ba9 \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd); for example, (\u0b99\u0bcd-\u0b95\u0bcd) (\u0b9e\u0bcd-\u0b9a\u0bcd) (\u0ba3\u0bcd-\u0b9f\u0bcd) (\u0ba8\u0bcd-\u0ba4\u0bcd) (\u0bae\u0bcd-\u0baa\u0bcd) (\u0ba9\u0bcd-\u0bb1\u0bcd)<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "406367d0-8d6a-3900-dde5-a95fe1b1b673",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand and write the<\/p><ul><li>12 vowels: \u0b85, \u0b86, \u0b87, \u0b88, \u0b89, \u0b8a, \u0b8e, \u0b8f, \u0b90, \u0b92, \u0b93, \u0b94<\/li><li><em>Ayutha<\/em> letter (\u0b86\u0baf\u0bcd\u0ba4 \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1); \u0b83<\/li><li>18 consonants: \u0b95\u0bcd, \u0b99\u0bcd, \u0b9a\u0bcd, \u0b9e\u0bcd, \u0b9f\u0bcd, \u0ba3\u0bcd, \u0ba4\u0bcd, \u0ba8\u0bcd, \u0baa\u0bcd, \u0bae\u0bcd, \u0baf\u0bcd, \u0bb0\u0bcd, \u0bb2\u0bcd, \u0bb5\u0bcd, \u0bb4\u0bcd, \u0bb3\u0bcd, \u0bb1\u0bcd, \u0ba9\u0bcd<\/li><li>216 composite letters<\/li><\/ul><p> Identify the sound of three groups of consonants as \u0bb5\u0bb2\u0bcd\u0bb2\u0bbf\u0ba9\u0bae\u0bcd (\u0b95\u0bcd, \u0b9a\u0bcd, \u0b9f\u0bcd, \u0ba4\u0bcd, \u0baa\u0bcd, \u0bb1\u0bcd), \u0bae\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf\u0ba9\u0bae\u0bcd (\u0b99\u0bcd, \u0b9e\u0bcd, \u0ba3\u0bcd, \u0ba8\u0bcd, \u0bae\u0bcd, \u0ba9\u0bcd), \u0b87\u0b9f\u0bc8\u0baf\u0bbf\u0ba9\u0bae\u0bcd (\u0baf\u0bcd, \u0bb0\u0bcd, \u0bb2\u0bcd, \u0bb5\u0bcd, \u0bb4\u0bcd, \u0bb3\u0bcd); for example, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd - \u0ba4 (\u0bb5\u0bb2\u0bcd\u0bb2\u0bbf\u0ba9\u0bae\u0bcd) \u0bae\u0bbf (\u0bae\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf\u0ba9\u0bae\u0bcd) \u0bb4\u0bcd (\u0b87\u0b9f\u0bc8\u0baf\u0bbf\u0ba9\u0bae\u0bcd)<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "f52a0d63-9998-5f2e-0ee2-00dd4a355d25",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Tamil grammatical system, including:<\/p><ul><li>describing the various noun types (thing, place, period, part, abstract and gerund); for example, \u0b95\u0b9f\u0bbf\u0b95\u0bbe\u0bb0\u0bae\u0bcd, \u0ba8\u0bbe\u0b9f\u0bc1, \u0b95\u0bbe\u0bb2\u0bc8, \u0b95\u0bc8, \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0bb3\u0bcd, \u0ba8\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bc1<\/li><li>describing qualities of people using adjectives of character and appearance; for example, \u0b95\u0bcb\u0baa\u0b95\u0bcd\u0b95\u0bbe\u0bb0\u0ba9\u0bcd, \u0b95\u0bb0\u0bc1\u0ba3\u0bc8 \u0b89\u0bb3\u0bcd\u0bb3\u0bae\u0bcd \u0baa\u0b9f\u0bc8\u0ba4\u0bcd\u0ba4\u0bb5\u0ba9\u0bcd, \u0ba8\u0b95\u0bc8\u0b9a\u0bcd\u0b9a\u0bc1\u0bb5\u0bc8\u0baf\u0bc1\u0ba3\u0bb0\u0bcd\u0bb5\u0bc1 \u0b95\u0bca\u0ba3\u0bcd\u0b9f\u0bb5\u0bb0\u0bcd, \u0ba8\u0bb2\u0bcd\u0bb2 \u0b95\u0bc1\u0ba3\u0bae\u0bcd \u0baa\u0b9f\u0bc8\u0ba4\u0bcd\u0ba4\u0bb5\u0bb0\u0bcd.<\/li><li>using singular and plural possessive adjectives; for example, \u0bb0\u0bbe\u0bae\u0ba9\u0bcd \u0baa\u0bc8\u0baf\u0bc8\u0ba4\u0bcd \u0ba4\u0bca\u0bb2\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0b9f\u0bcd\u0b9f\u0bbe\u0ba9\u0bcd.; \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0baa\u0bc6\u0bb1\u0bcd\u0bb1\u0bcb\u0bb0\u0bcd\u0b95\u0bb3\u0bcd \u0bb5\u0baf\u0ba4\u0bbe\u0ba9\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bcd.<\/li><li>describing possession using possessive pronouns and in noun-adjective phrases; for example, \u0b8e\u0ba9\u0bcd \u0ba4\u0ba8\u0bcd\u0ba4\u0bc8 \u0b89\u0baf\u0bb0\u0bae\u0bbe\u0ba9\u0bb5\u0bb0\u0bcd.; \u0b8e\u0ba9\u0bcd \u0ba4\u0bbe\u0baf\u0bbe\u0bb0\u0bcd \u0ba8\u0bb2\u0bcd\u0bb2\u0bb5\u0bb0\u0bcd.<\/li><li>indicating quantity using plurals; for example, \u0baa\u0bb4\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0baa\u0bc2\u0ba9\u0bc8\u0b95\u0bb3\u0bcd, \u0bae\u0bc2\u0ba9\u0bcd\u0bb1\u0bc1 \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0b99\u0bcd\u0b95\u0bb3\u0bcd, \u0ba8\u0bbf\u0bb1\u0bc8\u0baf\u0baa\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0b99\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>demonstrating the use of suitable pronouns for singular and plural nouns; for example, \u0b85\u0bb5\u0ba9\u0bcd\/\u0b85\u0bb5\u0bb3\u0bcd - \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bcd<\/li><li>learning to use possessive adjectives in their first-, second- and third-person forms when talking about family and possessions; for example, \u0b8e\u0ba9\u0bcd \u0b95\u0bc1\u0b9f\u0bc1\u0bae\u0bcd\u0baa\u0bae\u0bcd, \u0b89\u0ba9\u0bcd \u0b95\u0bc1\u0b9f\u0bc1\u0bae\u0bcd\u0baa\u0bae\u0bcd, \u0b85\u0bb5\u0ba9\u0bcd \u0b95\u0bc1\u0b9f\u0bc1\u0bae\u0bcd\u0baa\u0bae\u0bcd<\/li><li>learning to use adverbs to qualify verbs; for example, \u0b85\u0ba4\u0bbf\u0b95\u0bae\u0bbe\u0b95, \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bbe\u0bb2\u0bc1\u0bae\u0bcd, \u0b8f\u0bb1\u0b95\u0bcd\u0b95\u0bc1\u0bb1\u0bc8\u0baf, \u0b95\u0bbf\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0b9f\u0bcd\u0b9f, \u0bae\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bbe\u0b95<\/li><li>using cardinal and ordinal numbers in familiar contexts and modelled language, such as with age, date, time and describing the school day; for example, \u0b92\u0ba9\u0bcd\u0bb1\u0bc1, \u0bae\u0bc2\u0ba9\u0bcd\u0bb1\u0bc1, \u0b87\u0bb0\u0ba3\u0bcd\u0b9f\u0bbe\u0bb5\u0ba4\u0bc1, \u0b90\u0ba8\u0bcd\u0ba4\u0bbe\u0bb5\u0ba4\u0bc1; \u0bae\u0bc1\u0ba4\u0bb2\u0bcd \u0bb5\u0b95\u0bc1\u0baa\u0bcd\u0baa\u0bc1 \u0b95\u0bbe\u0bb2\u0bc8 \u0b8e\u0b9f\u0bcd\u0b9f\u0bc1 \u0bae\u0ba3\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0ba4\u0bcd \u0ba4\u0bca\u0b9f\u0b99\u0bcd\u0b95\u0bc1\u0bae\u0bcd.<\/li><li>observing the relationship between gender and verb endings; for example, \u0b85\u0bae\u0bb2\u0ba9\u0bcd \u0bb5\u0bb0\u0bc1\u0b95\u0bbf\u0bb1\u0bbe\u0ba9\u0bcd.; \u0b95\u0bcb\u0bae\u0ba4\u0bbf \u0bb5\u0bb0\u0bc1\u0b95\u0bbf\u0bb1\u0bbe\u0bb3\u0bcd.; \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bcd \u0bb5\u0bb0\u0bc1\u0b95\u0bbf\u0bb1\u0bbe\u0bb0\u0bcd\u0b95\u0bb3\u0bcd.<\/li><li>locating events in time \u2013 for example, days, dates, and months, such as \u0b9a\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb4\u0bae\u0bc8, \u0b86\u0b9f\u0bbf \u0bae\u0bbe\u0ba4\u0bae\u0bcd, \u0b9f\u0bbf\u0b9a\u0bae\u0bcd\u0baa\u0bb0\u0bcd, \u0bb5\u0bbe\u0bb0 \u0b87\u0bb1\u0bc1\u0ba4\u0bbf \u0ba8\u0bbe\u0bb3\u0bcd \u2013 and referring to the past and future using time indicators, such as \u0ba8\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1, \u0b87\u0ba9\u0bcd\u0bb1\u0bc1, \u0ba8\u0bbe\u0bb3\u0bc8<\/li><li>using past tense, present tense and future tense; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0bb5\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bbe\u0ba9\u0bcd \u0ba4\u0bcb\u0b9a\u0bc8 \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bbe\u0ba9\u0bcd \u0b95\u0bc2\u0b9f\u0bc8\u0baa\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd.<\/li><li>connecting or elaborating clauses by using joining words to create complex sentences, such as \u0b86\u0b95\u0bc8\u0baf\u0bbe\u0bb2\u0bcd; for example, \u0b85\u0bb5\u0ba9\u0bcd \u0b95\u0bc1\u0bb1\u0bbf\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f \u0ba8\u0bc7\u0bb0\u0ba4\u0bcd\u0ba4\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0ba4\u0bbe\u0bb2\u0bcd \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bcb\u0b9f\u0bcd\u0b9f\u0bbf\u0baf\u0bbf\u0bb2\u0bcd \u0ba4\u0bbe\u0bae\u0ba4\u0bae\u0bbf\u0ba9\u0bcd\u0bb1\u0bbf \u0b95\u0bb2\u0ba8\u0bcd\u0ba4\u0bc1 \u0b95\u0bca\u0bb3\u0bcd\u0bb3 \u0bae\u0bc1\u0b9f\u0bbf\u0ba8\u0bcd\u0ba4\u0ba4\u0ba4\u0bc1.<\/li><li>making comparisons, such as \u0b85\u0ba4\u0bc7\u0b9a\u0bae\u0baf\u0bae\u0bcd, and indicating similarities and differences; for example, \u0bb5\u0bc6\u0bb5\u0bcd\u0bb5\u0bc7\u0bb1\u0bc1, \u0b9a\u0bae\u0bae\u0bbe\u0ba9<\/li><li>using adjectival participles and adverbial participles in sentences; for example, \u0b9a\u0bc6\u0baf\u0bcd\u0baf, \u0ba8\u0b9f\u0b95\u0bcd\u0b95, \u0ba8\u0bbf\u0bb1\u0bcd\u0b95; \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bcd \u0b9a\u0bca\u0bb2\u0bcd\u0b95\u0bbf\u0ba9\u0bcd\u0bb1 \u0b95\u0ba4\u0bc8\u0b95\u0bb3\u0bcd \u0baa\u0baf\u0ba9\u0bc1\u0bb3\u0bcd\u0bb3\u0bb5\u0bc8.; \u0b87\u0b9a\u0bc8\u0baf\u0bc8\u0b95\u0bcd \u0b95\u0bc7\u0b9f\u0bcd\u0b95 \u0bb5\u0bbf\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bc1\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.<\/li><li>using joining words and split words without change; for example, \u0b87\u0baf\u0bb2\u0bcd\u0baa\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf , \u0bae\u0bbe\u0bb2\u0bc8+\u0ba8\u0bc7\u0bb0\u0bae\u0bcd=\u0bae\u0bbe\u0bb2\u0bc8\u0ba8\u0bc7\u0bb0\u0bae\u0bcd; \u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4+\u0ba8\u0bbe\u0bb3\u0bcd=\u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4\u0ba8\u0bbe\u0bb3\u0bcd<\/li><li>expressing likes and dislikes using \u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd\/\u0baa\u0bbf\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbe\u0ba4\u0bc1, \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd\/\u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bbf\u0bb2\u0bcd\u0bb2\u0bc8<\/li><li>seeking information using a range of question words; for example, \u0baf\u0bbe\u0bb0\u0bcd? \u0b8e\u0ba4\u0bc1? \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf? \u0b8e\u0bb5\u0bcd\u0bb5\u0bb3\u0bb5\u0bc1? \u0b8e\u0b99\u0bcd\u0b95\u0bc1? \u0b8e\u0b99\u0bcd\u0b95\u0bc7? \u0b8e\u0ba4\u0bbf\u0bb2\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1? \u0b8e\u0b99\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1? \u0b8e\u0baa\u0bcd\u0baa\u0bcb\u0ba4\u0bc1?<\/li><li>using exclamations; for example, \u0b95\u0bbe\u0baa\u0bcd\u0baa\u0bbe\u0bb1\u0bcd\u0bb1\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd! \u0b93! \u0b85\u0ba4\u0bc1\u0bb5\u0bbe! \u0b90\u0baf\u0bcb!<\/li><li>conveying best wishes using exclamatory verbs; for example, \u0ba8\u0bb2\u0bcd\u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd!; \u0baa\u0bbe\u0bb0\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0b95\u0bb3\u0bcd!<\/li><li>becoming familiar with imperatives; for example, \u0b85\u0bae\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!, \u0bb5\u0bbe\u0bb0\u0bc1\u0b99\u0bcd\u0b95\u0bb3\u0bcd!<\/li><li>showing understanding of vowels by reciting single-line verses where each verse starts with a vowel in sequence; for example, \u0b85\u0bb1\u0bae\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0baf \u0bb5\u0bbf\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bc1, \u0b86\u0bb1\u0bc1\u0bb5\u0ba4\u0bc1 \u0b9a\u0bbf\u0ba9\u0bae\u0bcd, \u0b87\u0baf\u0bb2\u0bcd\u0bb5\u0ba4\u0bc1 \u0b95\u0bb0\u0bb5\u0bc7\u0bb2\u0bcd<\/li><li>using joining words and split words without change, for example, joining words without change, \u0b87\u0baf\u0bb2\u0bcd\u0baa\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf); \u0bae\u0bbe\u0bb2\u0bc8+\u0ba8\u0bc7\u0bb0\u0bae\u0bcd=\u0bae\u0bbe\u0bb2\u0bc8\u0ba8\u0bc7\u0bb0\u0bae\u0bcd \u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4+\u0ba8\u0bbe\u0bb3\u0bcd=\u0baa\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4\u0ba8\u0bbe\u0bb3\u0bcd for example split words with out change, \u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0bae\u0b9f\u0bb2\u0bcd = \u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1+\u0bae\u0b9f\u0bb2\u0bcd<\/li><\/ul><p> Continue to build a metalanguage to describe grammatical concepts and to organise learning resources<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "134abe1e-4f5d-b124-7d94-dac0d71d1038",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "8829a626-94f1-e82b-86f5-7c417a7ba957",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "b6449c03-c7e7-04c2-660a-e1e0061bc39f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Explore how elements of communication, such as gestures, facial expressions and choice of language, vary according to context and situation<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "d8e2cd63-d074-8877-7825-1dc379a6700b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["language-variation-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted; for example, \u0baa\u0bc0\u0bb8\u0bcd\u0b9a\u0bbe, \u0b95\u0bc7\u0b95\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "f914318f-a4f5-c9c0-27af-4ba0080eabfa",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
            "educationLevels": ["Year 7"],
        "curriculumStatements": [{
    
    "identifier": "7b2f500e-644b-48dd-6ba6-8bbd2d91369e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 7"],
        
    	    "educationLevels": ["Year 7"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that language use reflects cultural expression, assumptions and perspectives; for example, using culturally appropriate gestures when greeting<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "feb984b1-2e88-731f-d2b9-5c7892b80f05",
    "title": "Year 8 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 8"],
    
        "educationLevels": ["Year 8"],
    
    
    "notations":["8"],
    "description":"<div id=\"content_container_24402_1035060\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 8 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in the Tamil language developed in Year 7 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.<\/p><p>In Year 8, students communicate in Tamil, initiating and participating in interactions with peers and known adults to discuss and share ideas, opinions and experiences of special holidays and travel. They engage in individual and collaborative tasks that involve planning experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds. They organise and present information and ideas to raise awareness of and inform others about texts, using language and modes of presentation to compare perspectives and experiences. Students respond to imaginative texts, analysing the ideas, themes, values and techniques used to engage audiences, and make connections with personal experiences. They create and present a range of simple imaginative texts, selecting appropriate language, rhythms and images to enrich the visual or listening experience.<\/p><p>Students better understand the systems of the Tamil language when encountered in simple spoken and written texts. They use the features of the Tamil sound and writing systems to develop proficiency in reading and writing sentences and short texts written in Tamil letters. They generate language for purposeful interaction in spoken and written texts by demonstrating increased control of context-related vocabulary and grammatical elements, including using double negative forms, different tenses and conjunctions such as \u0b86\u0ba4\u0bb2\u0bbe\u0bb2\u0bcd, \u0b86\u0bb2\u0bc1\u0bae\u0bcd, \u0b85\u0ba4\u0ba9\u0bbe\u0bb2\u0bcd to express a range of ideas and experiences. Students continue to build a metalanguage in Tamil to describe grammatical concepts and to organise learning.<\/p><p>Students widen their social networks, experiences and communication repertoires in Tamil. They are encouraged to investigate the nature and extent of Tamil language use in both Australian and global contexts, reflect on different aspects of the cultural dimension of learning and using Tamil, and consider how this might be interpreted and responded to by members of the community.<\/p><p>In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use Tamil language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "25e394e4-f579-e1cc-1989-f139d17a3fcd",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 8"],
	
        "educationLevels": ["Year 8"],
    "curriculumStatements": [{
    
    "identifier": "9364901f-5b99-259e-b5c6-6f9a0147befc",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "41bf304d-8f18-9d4e-fe7a-cd36d11e7833",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate and participate in interactions with peers and known adults orally and in writing to discuss and share ideas, opinions and experiences of special holidays and travel; for example, \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0bb5\u0bbf\u0b9f\u0bc1\u0bae\u0bc1\u0bb1\u0bc8\u0b95\u0bcd\u0b95\u0bc1 \u0b8e\u0b99\u0bcd\u0b95\u0bc1 \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/\u0ba8\u0bc0 \u0bb5\u0bbf\u0b9f\u0bc1\u0bae\u0bc1\u0bb1\u0bc8\u0b95\u0bcd\u0b95\u0bc1 \u0b8e\u0b99\u0bcd\u0b95\u0bc1 \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bbe\u0baf\u0bcd?; \u0ba8\u0bbe\u0ba9\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0bb5\u0b9a\u0bbf\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0b8e\u0ba9\u0bcd \u0baa\u0bc6\u0bb1\u0bcd\u0bb1\u0bcb\u0bb0\u0bcd\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bcb\u0b9f\u0bc1 \u0ba4\u0b99\u0bcd\u0b95\u0bbf \u0b87\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc7\u0ba9\u0bcd.; \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b95\u0bcb\u0b9f\u0bc8\u0b95\u0bcd\u0b95\u0bbe\u0bb2 \u0b9a\u0bc1\u0bb1\u0bcd\u0bb1\u0bc1\u0bb2\u0bbe\u0bb5\u0bbf\u0bb1\u0bcd\u0b95\u0bc1 \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bbe?\/\u0ba8\u0bc0 \u0b95\u0bcb\u0b9f\u0bc8\u0b95\u0bcd\u0b95\u0bbe\u0bb2 \u0b9a\u0bc1\u0bb1\u0bcd\u0bb1\u0bc1\u0bb2\u0bbe\u0bb5\u0bbf\u0bb1\u0bcd\u0b95\u0bc1 \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bbe\u0baf\u0bbe?; \u0ba8\u0bbe\u0ba9\u0bcd \u0bae\u0bbe\u0b95\u0bb0\u0bc6\u0b9f\u0bcd\u0bb0\u0bbf\u0bb5\u0bb0\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc1 \u0b85\u0ba4\u0ba9\u0bcd \u0baa\u0bbf\u0bb1\u0b95\u0bc1 \u0b85\u0bb2\u0bcd\u0baa\u0ba3\u0bbf \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bc7\u0ba9\u0bcd.; \u0bb5\u0bb0\u0bc1\u0b9f\u0baa\u0bcd\u0baa\u0bbf\u0bb1\u0baa\u0bcd\u0baa\u0bc1 \u0b95\u0bca\u0ba3\u0bcd\u0b9f\u0bbe\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0bc8 \u0b8e\u0bb5\u0bcd\u0bb5\u0bbe\u0bb1\u0bc1 \u0b95\u0bca\u0ba3\u0bcd\u0b9f\u0bbe\u0b9f \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?\/\u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?; \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bc1\u0b9f\u0ba9\u0bc1\u0bae\u0bcd \u0b95\u0bc1\u0b9f\u0bc1\u0bae\u0bcd\u0baa\u0ba4\u0bbf\u0ba9\u0bb0\u0bc1\u0b9f\u0ba9\u0bc1\u0bae\u0bcd \u0b9a\u0bc7\u0bb0\u0bcd\u0ba8\u0bcd\u0ba4\u0bc1 \u0b87\u0bb0\u0bb5\u0bc1 \u0b89\u0ba3\u0bb5\u0bc1 \u0b89\u0ba3\u0bcd\u0ba3\u0baa\u0bcd\u0baa\u0bcb\u0b95\u0bbf\u0bb1\u0bcb\u0bae\u0bcd.; \u0b87\u0bb5\u0bcd\u0bb5\u0bb0\u0bc1\u0b9f\u0bae\u0bcd \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0ba8\u0bb3\u0bcd\u0bb3\u0bbf\u0bb0\u0bb5\u0bc1 \u0baa\u0ba9\u0bcd\u0ba9\u0bbf\u0bb0\u0ba3\u0bcd\u0b9f\u0bc1 \u0bb5\u0bb0\u0bc8\u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bbf\u0baf \u0baa\u0bbf\u0bb1\u0b95\u0bc1 \u0bb5\u0bbe\u0ba9\u0bb5\u0bc7\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bc8\u0baf\u0bc8\u0baa\u0bcd \u0baa\u0bbe\u0bb0\u0bcd\u0b95\u0bcd\u0b95 \u0bae\u0bbe\u0b9f\u0bbf \u0bae\u0bc1\u0b95\u0baa\u0bcd\u0baa\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0b9a\u0bcd \u0b9a\u0bc6\u0ba9\u0bcd\u0bb1\u0bcb\u0bae\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "26af4c8b-899b-f087-13d4-292fd494cce8",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in individual and collaborative tasks that involve planning experiences and activities, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services; for example, a birthday party, Christmas or New Year\u2019s Eve festivities, preparing for a real or virtual event or trip, an excursion to a South Indian restaurant, a sporting event or community festival, such as Pongal Festival<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "b332a994-e57e-27b4-fcca-abfdb7ef416f",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "b9ddccf6-ec64-ae98-d60c-9eec4c9dd356",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds, and present them in different formats for the intended audience<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "b979ed48-7a1c-b806-efbc-6a52dd332d2d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using language and modes of presentation to compare perspectives and experiences<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "7f0c3c54-1cdb-2f47-da26-16301941d599",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "4dba99f1-3948-4c33-77ac-ef46cdb2e8ae",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Respond to imaginative texts, such asraps, poems, picture books or cartoons, analysing ideas, themes, values and techniques used to engage and entertain audiences, and make connections with personal experiences and other imaginative texts in own language and culture<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "b93a8305-aefa-9d6a-5c63-38df912091bc",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and present a range of simple texts that involve imagined contexts and characters, selecting appropriate language, rhythms and images to enrich the visual or listening experience<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "614407cd-d3e3-c614-b6a1-7aa420c9d925",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "366cbdb8-b584-7d1e-170e-4a3970cdd047",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate and\/or interpret texts, including those that use language with colloquial or cultural associations, and consider why there might be differences in interpretation and how language reflects elements of culture<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "442e897d-7122-6a0d-50d9-7dc2ed05bb5e",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "d065f022-55c2-d91f-e5af-0a1b373a5b9e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Participate in intercultural interactions with members of the Tamil-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "4695a297-8bae-d4c3-eb4f-b920b0e044f8",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["reflecting-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Consider how their own biography influences their identity and communication, and shapes their own intercultural experiences<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "045c8cf3-1b3d-b513-36d7-f97b1181215f",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 8"],
	
        "educationLevels": ["Year 8"],
    "curriculumStatements": [{
    
    "identifier": "8a105d54-1a5d-9b34-8cf8-8bb6ddc4579f",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "1fe908c7-208f-8cc9-a714-e084dd794cf8",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise and enunciate words and combine them to construct sentences; for example, \u0b85\u0bb5\u0bb3\u0bcd \u0b8e\u0ba9\u0bcd \u0ba4\u0bcb\u0bb4\u0bbf, \u0b87\u0ba4\u0bc1 \u0b8e\u0ba9\u0bcd \u0bb5\u0bc0\u0b9f\u0bc1.<\/p><p>Recognise the specific sound difference between consonants, and the correct pronunciation of the same, to avoid distorting the meaning of the word (\u0bae\u0baf\u0b99\u0bcd\u0b95\u0bca\u0bb2\u0bbf\u0b95\u0bb3\u0bcd) in Tamil where the meanings of the words differ; for example, \u0bb5\u0bb2\u0bbf, \u0bb5\u0bb3\u0bbf, \u0bb5\u0bb4\u0bbf, \u0b95\u0bb0\u0bbf, \u0b95\u0bb1\u0bbf, \u0bae\u0ba3\u0bc8, \u0bae\u0ba9\u0bc8<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "4def86ea-8708-4980-a940-f20d5afff46d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise and use \u0b95\u0bc1\u0bb1\u0bcd\u0bb1\u0bbf\u0baf\u0bb2\u0bc1\u0b95\u0bb0 \u0b8e\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd when joining words; for example, \u0b95\u0bc1, \u0b9a\u0bc1, \u0b9f\u0bc1, \u0ba4\u0bc1, \u0baa\u0bc1, \u0bb1\u0bc1; \u0b95\u0bc7\u0b9f\u0bcd\u0b9f\u0bc1+\u0b9a\u0bca\u0bb2\u0bcd=\u0b95\u0bc7\u0b9f\u0bcd\u0b9f\u0bc1\u0b9a\u0bcd\u0b9a\u0bca\u0bb2\u0bcd (\u0bb5\u0bb2\u0bcd\u0bb2\u0bbf\u0ba9\u0bae\u0bcd \u0bae\u0bbf\u0b95\u0bc1\u0bae\u0bcd \u0b87\u0b9f\u0b99\u0bcd\u0b95\u0bb3\u0bcd)<\/p><p> Consolidate the use of punctuation to make meaning when understanding and creating Tamil texts<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "6d879a12-975a-a078-812a-0ece399a0130",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Tamil grammatical system, including:<\/p><ul><li>indicating quantity using \u0b85\u0ba4\u0bbf\u0b95\u0bae\u0bbe\u0ba9, \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bb3\u0bb5\u0bbf\u0bb2\u0bcd<\/li><li>using classifiers; for example, \u0b9a\u0bc0\u0baa\u0bcd\u0baa\u0bc1, \u0b95\u0b9f\u0bcd\u0b9f\u0bc1, \u0b95\u0bc1\u0bae\u0bcd\u0baa\u0bb2\u0bcd, \u0bae\u0ba8\u0bcd\u0ba4\u0bc8<\/li><li>using indefinite terms; for example, \u0baa\u0bb2, \u0b9a\u0bbf\u0bb2<\/li><li>specifying place and location; for example, \u0b87\u0b99\u0bcd\u0b95\u0bc7, \u0b85\u0b99\u0bcd\u0b95\u0bc7, \u0bae\u0bc7\u0bb2\u0bc7, \u0b95\u0bc0\u0bb4\u0bc7<\/li><li>comparing and contrasting; for example, \u0b85\u0ba4\u0bc8\u0bb5\u0bbf\u0b9f, \u0bae\u0bbf\u0b95\u0bb5\u0bc1\u0bae\u0bcd, \u0b92\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1\u0b95\u0bc8\u0baf\u0bbf\u0bb2\u0bcd, \u0b85\u0ba4\u0ba9\u0bbf\u0bb2\u0bc1\u0bae\u0bcd<\/li><li>using articulated prepositions \u0bb5\u0bc0\u0b9f\u0bcd\u0b9f\u0bc1\u0b95\u0bcd\u0b95\u0bc1, \u0b95\u0bc2\u0b9f\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bbf\u0bb0\u0bc1\u0ba8\u0bcd\u0ba4\u0bc1 plus article, \u0b92\u0bb0\u0bc1, \u0b93\u0bb0\u0bcd<\/li><li>expressing emotions; for example, \u0baa\u0bbf\u0bb0\u0bae\u0bbe\u0ba4\u0bae\u0bcd!, \u0b85\u0b9f\u0bc7\u0b99\u0bcd\u0b95\u0baa\u0bcd\u0baa\u0bbe!, \u0b90\u0baf\u0bcb!, \u0bae\u0bbf\u0b95\u0bcd\u0b95 \u0bae\u0b95\u0bbf\u0bb4\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf, \u0ba8\u0ba9\u0bcd\u0bb1\u0bc1<\/li><li>using adverbs to qualify verbs; for example, \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bbe\u0bb2\u0bc1\u0bae\u0bcd, \u0b8f\u0bb1\u0b95\u0bcd\u0b95\u0bc1\u0bb1\u0bc8\u0baf, \u0b95\u0bbf\u0b9f\u0bcd\u0b9f\u0ba4\u0bcd\u0ba4\u0b9f\u0bcd\u0b9f, \u0bae\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bbe\u0b95<\/li><li>locating events in time, such as days, dates and months; for example, \u0ba8\u0bbe\u0ba9\u0bcd \u0bb5\u0bbe\u0bb0 \u0b87\u0bb1\u0bc1\u0ba4\u0bbf \u0ba8\u0bbe\u0b9f\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0b95\u0bbe\u0bb1\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bc7\u0ba9\u0bcd; referring to the past and future using time indicators, such as \u0bae\u0bc1\u0ba9\u0bcd\u0baa\u0bc1, \u0baa\u0bbf\u0bb1\u0b95\u0bc1, \u0ba8\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1, \u0ba8\u0bbe\u0bb3\u0bc8<\/li><li>seeking information using interrogatives; for example, \u0b8e\u0bb5\u0bcd\u0bb5\u0bb3\u0bb5\u0bc1 \u0ba8\u0bc7\u0bb0\u0bae\u0bcd?, \u0b8e\u0ba4\u0bcd\u0ba4\u0ba9\u0bc8 \u0bae\u0ba3\u0bbf?, \u0ba8\u0bc7\u0bb0\u0bae\u0bcd \u0b8e\u0ba9\u0bcd\u0ba9?<\/li><li>referring to length of time; for example, \u0bb5\u0bc6\u0b95\u0bc1 \u0ba8\u0bc7\u0bb0\u0bae\u0bcd, \u0baa\u0bb2 \u0ba8\u0bbe\u0bb3\u0bcd, \u0ba8\u0bc0\u0ba3\u0bcd\u0b9f \u0ba8\u0bc7\u0bb0\u0bae\u0bcd<\/li><li>beginning to refer to events and time using frequency markers; for example, \u0b9a\u0bbf\u0bb2 \u0ba8\u0bc7\u0bb0\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd, \u0baa\u0bc6\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bbe\u0bb2\u0bc1\u0bae\u0bcd, \u0b8e\u0ba9\u0bcd\u0bb1\u0bbe\u0bb5\u0ba4\u0bc1, \u0b92\u0bb0\u0bc1 \u0bae\u0bc1\u0bb1\u0bc8, \u0b85\u0bb5\u0bcd\u0bb5\u0baa\u0bcd\u0baa\u0bcb\u0ba4\u0bc1, \u0baa\u0bb2 \u0bae\u0bc1\u0bb1\u0bc8, \u0b92\u0bb0\u0bc1 \u0baa\u0bcb\u0ba4\u0bc1\u0bae\u0bcd, \u0b87\u0ba9\u0bcd\u0bb1\u0bc1 \u0b95\u0bbe\u0bb2\u0bc8, \u0bae\u0bc1\u0b9f\u0bbf\u0ba8\u0bcd\u0ba4\u0baa\u0bbf\u0ba9\u0bcd, \u0baa\u0bbf\u0bb1\u0b95\u0bc1<\/li><li>using information-gathering questions, such as \u0b8e\u0b99\u0bcd\u0b95\u0bc7? \u0b8e\u0baa\u0bcd\u0baa\u0bcb\u0ba4\u0bc1? \u0b8e\u0ba8\u0bcd\u0ba4 \u0ba8\u0bbe\u0bb3\u0bcd? \u0b8e\u0ba9\u0bcd\u0bb1\u0bc8\u0b95\u0bcd\u0b95\u0bc1?<\/li><li>accepting or declining invitations; for example, \u0b85\u0bb4\u0bc8\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bcd\u0b95\u0bc1 \u0ba8\u0ba9\u0bcd\u0bb1\u0bbf, \u0bae\u0ba9\u0bcd\u0ba9\u0bbf\u0b95\u0bcd\u0b95\u0bb5\u0bc1\u0bae\u0bcd, \u0b8e\u0ba9\u0bcd\u0ba9\u0bbe\u0bb2\u0bcd \u0bb5\u0bb0 \u0b87\u0bb2\u0bbe\u0ba4\u0bc1.<\/li><li>using negative constructions including the double negative; for example, \u0b95\u0bc2\u0b9f\u0bb5\u0bc7 \u0b95\u0bc2\u0b9f\u0bbe\u0ba4\u0bc1, \u0bae\u0bc1\u0b9f\u0bbf\u0baf\u0bb5\u0bc7 \u0bae\u0bc1\u0b9f\u0bbf\u0baf\u0bbe\u0ba4\u0bc1<\/li><li>using the subject-object-verb construction when writing sentences; for example, \u0ba8\u0bbe\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0ba4\u0bcb\u0b9a\u0bc8 \u0b9a\u0bbe\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bcd\u0b9f\u0bcb\u0bae\u0bcd.<\/li><li>using verbs in past, present and future tenses; for example, \u0baa\u0b9f\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba9\u0bcd, \u0baa\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0ba9\u0bcd, \u0baa\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bbe\u0ba9\u0bcd<\/li><li>using verbs to express action and time; for example, \u0b85\u0bb5\u0ba9\u0bcd \u0ba4\u0bbf\u0ba9\u0ba8\u0bcd\u0ba4\u0bcb\u0bb1\u0bc1\u0bae\u0bcd \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0bb3\u0bcd \u0baa\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bbe\u0ba9\u0bcd.; \u0bb0\u0bbe\u0bae\u0ba9\u0bcd \u0bb5\u0bbe\u0bb0\u0ba8\u0bbe\u0b9f\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bc1\u0bb5\u0bbe\u0ba9\u0bcd.; \u0b87\u0bb1\u0bc1\u0ba4\u0bbf\u0baf\u0bbf\u0bb2\u0bcd \u0b9a\u0bbe\u0ba8\u0bcd\u0ba4\u0bbf \u0bb5\u0bc6\u0bb1\u0bcd\u0bb1\u0bbf \u0baa\u0bc6\u0bb1\u0bcd\u0bb1\u0bbe\u0bb3\u0bcd.<\/li><li>indicating negation; for example, \u0b95\u0bc2\u0b9f\u0bbe\u0ba4\u0bc1, \u0b9a\u0bb0\u0bbf\u0b9a\u0bae\u0bae\u0bb2\u0bcd\u0bb2, \u0b85\u0ba4\u0bc1\u0bb5\u0bb2\u0bcd\u0bb2<\/li><li>expressing modality; for example, \u0bae\u0bc1\u0b9f\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0b86\u0b95\u0b9f\u0bcd\u0b9f\u0bc1\u0bae\u0bcd, \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd<\/li><li>describing a state of action; for example, \u0bae\u0bc1\u0b9f\u0bbf\u0ba8\u0bcd\u0ba4\u0ba4\u0bc1, \u0b87\u0ba9\u0bcd\u0ba9\u0bc1\u0bae\u0bcd \u0b87\u0bb2\u0bcd\u0bb2\u0bc8<\/li><li>using modal verbs to express ability, possibility, likelihood and permission; for example, \u0bae\u0bc1\u0b9f\u0bbf\u0baf\u0bc1\u0bae\u0bcd, \u0b9a\u0bbe\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bae\u0bcd, \u0bb5\u0bbe\u0baf\u0bcd\u0baa\u0bcd\u0baa\u0bc1, \u0b85\u0ba9\u0bc1\u0bae\u0ba4\u0bbf<\/li><li>creating cohesion using conjunctions; for example, \u0b86\u0ba4\u0bb2\u0bbe\u0bb2\u0bcd, \u0b85\u0ba4\u0ba9\u0bbe\u0bb2\u0bcd, \u0b89\u0bae\u0bcd, \u0b86\u0b95\u0bc8\u0baf\u0bbe\u0bb2\u0bcd, \u0b95\u0bbe\u0bb0\u0ba3\u0ba4\u0bcd\u0ba4\u0bbe\u0bb2\u0bcd, \u0b8e\u0ba9\u0bbf\u0ba9\u0bc1\u0bae\u0bcd, \u0b86\u0ba9\u0bbe\u0bb2\u0bcd, \u0b8f\u0ba9\u0bc6\u0ba9\u0bcd\u0bb1\u0bbe\u0bb2\u0bcd<\/li><li>creating compound and complex sentences by using conjunctions; for example, \u0b90\u0b99\u0bcd\u0b95\u0bb0\u0ba9\u0bc1\u0bae\u0bcd \u0b95\u0bcb\u0bb5\u0bb2\u0ba9\u0bc1\u0bae\u0bcd \u0b87\u0ba9\u0bcd\u0bb1\u0bc1 \u0bb5\u0ba8\u0bcd\u0ba4\u0bbe\u0bb0\u0bcd\u0b95\u0bb3\u0bcd.\u0baf\u0bbe\u0ba4\u0bb5\u0bbf \u0ba8\u0b9f\u0bcd\u0baa\u0bc1\u0b9f\u0ba9\u0bcd \u0baa\u0bb4\u0b95\u0bc1\u0bb5\u0ba4\u0bbe\u0bb2\u0bcd \u0b85\u0bb5\u0bb3\u0bc1\u0b95\u0bcd\u0b95\u0bc1 \u0ba8\u0bbf\u0bb1\u0bc8\u0baf \u0ba8\u0ba3\u0bcd\u0baa\u0bb0\u0bcd\u0b95\u0bb3\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bbe\u0bb0\u0bcd\u0b95\u0bb3\u0bcd.<\/li><li>recognising and using synonyms (\u0b92\u0ba4\u0bcd\u0ba4 \u0b9a\u0bca\u0bb1\u0bcd\u0b95\u0bb3\u0bcd), such as \u0baa\u0bb3\u0bcd\u0bb3\u0bbf, \u0baa\u0bbe\u0b9f\u0b9a\u0bbe\u0bb2\u0bc8, and antonyms (\u0b8e\u0ba4\u0bbf\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bca\u0bb1\u0bcd\u0b95\u0bb3\u0bcd), such as \u0bae\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd - \u0b85\u0bb5\u0bae\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bb2\u0bcd, \u0b87\u0ba9\u0bcd\u0baa\u0bae\u0bcd - \u0ba4\u0bc1\u0ba9\u0bcd\u0baa\u0bae\u0bcd<\/li><li>adding cases (\u0bb5\u0bc7\u0bb1\u0bcd\u0bb1\u0bc1\u0bae\u0bc8\u0b95\u0bb3\u0bcd), such as \u0baa\u0bc6\u0baf\u0bb0\u0bcd, \u0b90, \u0b86\u0bb2\u0bcd, \u0b86\u0ba9\u0bcd, \u0b92\u0b9f\u0bc1, \u0b93\u0b9f\u0bc1, \u0b95\u0bc1, \u0b87\u0bb2\u0bcd, \u0b87\u0ba9\u0bcd, \u0b85\u0ba4\u0bc1, \u0b89\u0b9f\u0bc8\u0baf, \u0b87\u0b9f\u0bae\u0bcd, \u0bb5\u0bbf\u0bb3\u0bbf, for example, \u0bae\u0bbe\u0ba4\u0bb5\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95\u0ba4\u0bcd\u0ba4\u0bc8\u0ba4\u0bcd \u0ba4\u0bbf\u0bb1\u0ba8\u0bcd\u0ba4\u0bbe\u0ba9\u0bcd; \u0ba4\u0bb5\u0bae\u0ba3\u0bbf\u0baf\u0bbf\u0ba9\u0bcd \u0bb5\u0bc0\u0b9f\u0bc1 \u0baa\u0bc6\u0bb0\u0bbf\u0baf\u0ba4\u0bc1.<\/li><li>using joining words with change (\u0bb5\u0bbf\u0b95\u0bbe\u0bb0\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf); for example<ul><li>appear (\u0ba4\u0bcb\u0ba9\u0bcd\u0bb1\u0bb2\u0bcd)<ul><li>\u0b89\u0baf\u0bbf\u0bb0\u0bcd+ \u0b89\u0baf\u0bbf\u0bb0\u0bcd  \u0bae\u0ba3\u0bbf+\u0b93\u0b9a\u0bc8=\u0bae\u0ba3\u0bbf\u0baf\u0bcb\u0b9a\u0bc8<\/li><li>\u0b89\u0baf\u0bbf\u0bb0\u0bcd+\u0bae\u0bc6\u0baf\u0bcd \u0ba4\u0bbf\u0bb0\u0bc8+\u0baa\u0b9f\u0bae\u0bcd=\u0ba4\u0bbf\u0bb0\u0bc8\u0baa\u0bcd\u0baa\u0b9f\u0bae\u0bcd<\/li><\/ul><\/li><\/ul><\/li><li>understanding the use of active and passive voice according to the context; for example, \u0b95\u0bc1\u0bae\u0ba3\u0ba9\u0bcd \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bae\u0bcd \u0bb5\u0bb0\u0bc8\u0ba8\u0bcd\u0ba4\u0bbe\u0ba9\u0bcd.; \u0b95\u0bc1\u0bae\u0ba3\u0ba9\u0bbe\u0bb2\u0bcd \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bae\u0bcd \u0bb5\u0bb0\u0bc8\u0baf\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f\u0ba4\u0bc1.<\/li><\/ul><p> Continue to build a metalanguage to describe grammatical concepts and to organise learning resources<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "ce78e54c-49d2-0eab-491f-5ceb19f729dc",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "02f35f3a-bab6-dcc2-b83e-bd44f68e2b2b",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "80672a39-0f97-2df3-ef10-b4959c82ad5b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Examine how elements of communication, such asgestures, facial expressions and choice of language, vary according to context and situation<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "8f41a5e0-8cf7-f3fa-1b0d-497909599f05",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["language-variation-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Investigate the nature and extent of Tamil language use in both Australian and global contexts<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "60500cd4-e933-7b86-e790-082db61711c2",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
            "educationLevels": ["Year 8"],
        "curriculumStatements": [{
    
    "identifier": "a8e7ad09-3fde-0000-4e6e-a39303df3cd6",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 8"],
        
    	    "educationLevels": ["Year 8"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Reflect on different aspects of the cultural dimension of learning and using Tamil, and consider how this might be interpreted and responded to by members of the community<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "728749b2-dc51-bb0c-31cf-4d3a5e2aea01",
    "title": "Year 9 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 9"],
    
        "educationLevels": ["Year 9"],
    
    
    "notations":["9"],
    "description":"<div id=\"content_container_24402_1035064\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 9 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in Tamil language developed in Year 8 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture.<\/p><p>In Year 9, students communicate in Tamil, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Tamil cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.<\/p><p>Students show understanding of the systems of the Tamil language when encountered in simple spoken and written texts. They build on their mastery of Tamil scripts and understand sound variation in the pronunciation of borrowed words. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as noticing how grammatical choices can shade meaning, determine perspectives and establish relationships when encountered in expressions and scaffolded language contexts. They further develop a metalanguage to discuss and explain grammatical forms and functions.<\/p><p>In learning the Tamil language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.<\/p><p>In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their&nbsp;language&nbsp;learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "e19fa078-df66-2101-68cd-57e6775ea6e4",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 9"],
	
        "educationLevels": ["Year 9"],
    "curriculumStatements": [{
    
    "identifier": "c193d0fb-37e0-ba5c-4283-f568c33cd62e",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "6440fe60-7a0a-6c2d-55d7-2f0b262fbc13",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, and compare and justify personal opinions about aspects of childhood, teenage life and relationships; for example, \u0ba4\u0bb1\u0bcd\u0baa\u0bcb\u0ba4\u0bc1, \u0b8e\u0ba4\u0bbf\u0bb0\u0bcd\u0b95\u0bbe\u0bb2\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0baa\u0ba4\u0bcd\u0ba4\u0bc1 \u0bb5\u0baf\u0ba4\u0bc1 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0baa\u0bcb\u0ba4\u0bc1...;&nbsp;\u0b87\u0bb3\u0bae\u0bcd\u0bb5\u0baf\u0ba4\u0bbf\u0ba9\u0bb0\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0ba4\u0bc1\u0ba8\u0bb2\u0bcd\u0bb2\u0ba4\u0bc1 \u0b85\u0bb2\u0bcd\u0bb2\u0ba4\u0bc1 \u0b95\u0b9f\u0bbf\u0ba9\u0bae\u0bbe\u0ba9\u0ba4\u0bc1 \u0b95\u0bbe\u0bb0\u0ba3\u0bae\u0bcd\u2026;&nbsp;&nbsp;\u0b8e\u0ba9\u0bcd \u0b95\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0baa\u0b9f\u0bbf...;&nbsp;\u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bcd\/\u0b89\u0ba9\u0bcd \u0b95\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1 \u0b8e\u0ba9\u0bcd\u0ba9?; \u0b8e\u0ba9\u0bcd\u0ba9\u0bc8 \u0b95\u0bcd\u0b95\u0bc7\u0b9f\u0bcd\u0b9f\u0bbe\u0bb2\u0bcd...;&nbsp;\u0ba8\u0bbe\u0ba9\u0bcd \u0b92\u0bb0\u0bc1 \u0baa\u0bcb\u0ba4\u0bc1\u0bae\u0bcd \u0b9a\u0bae\u0bcd\u0bae\u0ba4\u0bbf\u0b95\u0bcd\u0b95 \u0bae\u0bbe\u0b9f\u0bcd\u0b9f\u0bc7\u0ba9\u0bcd.<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "b6c6d73e-d6a3-46ff-3c65-baf5372c9823",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Engage in individual and collaborative tasks that involve planning and managing activities, events or experiences, exchanging resources and information; for example, planning a display or performance to illustrate their memories of aspects of their childhood, or organising a forum to raise awareness of issues of interest to teenagers<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "d6e8a3a9-f304-884d-aed4-ad8b0b68dc21",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "3007d65b-590f-e53b-7942-4028dce8da57",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "1c670a69-ff5e-45f4-2fff-dd589782c81b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey information and ideas, and offer their own views, on texts related to aspects of their personal and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "1c16a240-54db-1ae8-b188-c467f6185a2b",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "7bfe7cc5-239e-8941-40fc-ab07ed309d4c",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Discuss how imaginative texts, such as\u0baa\u0bbe\u0bb0\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd \u0b85\u0bb2\u0bcd\u0bb2\u0ba4\u0bc1 \u0baa\u0bbe\u0bb0\u0ba4\u0bbf\u0ba4\u0bbe\u0b9a\u0ba9\u0bcd \u0b95\u0bb5\u0bbf\u0ba4\u0bc8\u0b95\u0bb3\u0bcd, reflect Tamil cultural values or experiences through using structure, language and mood to build action, develop character and position the reader\/audience<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "70ba5dd9-8832-ab0c-b892-05bc0ec103a0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and present imaginative texts that involve moods and effects and are designed to engage different audiences<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "c68cae24-d97f-78dc-6db9-a1d1b26ebd4c",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "7b568c33-6c84-33a4-40fc-9e642d7592b3",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "e08e5a88-8ddb-513b-1fdf-1c22716f87e6",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "13da973b-131e-c675-5aba-2ed56f4c233a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Monitor language choices when using Tamil, considering their own and others\u2019 responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "2de2ac80-cff8-78b2-b1a7-ed425912947d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["reflecting-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "da31e1e5-df50-aaff-b223-2ca3f43d8963",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 9"],
	
        "educationLevels": ["Year 9"],
    "curriculumStatements": [{
    
    "identifier": "128f43df-1195-209f-0461-ab3ee5917aef",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "e450b22e-7eea-9b87-4016-94c4b304de71",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise and use sound intonation and comparing pronunciation; for example, \u0b8e\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bc7\u0ba9\u0bcd, \u0b8e\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0ba9\u0bcd, \u0ba8\u0bbf\u0ba9\u0bc8\u0ba4\u0bcd\u0ba4\u0bc7\u0ba9\u0bcd, \u0ba8\u0bc6\u0ba9\u0bc8\u0b9a\u0bcd\u0b9a\u0ba9\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "8a7cdac2-55f9-16ac-12de-9a5ffefe2407",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise that not all letters can be used as the first letter of a word; for example, \u0b99, \u0bb4, \u0bb3<\/p><p> Understand and use some single-letter words in Tamil; for example, \u0b95\u0bc8, \u0bae\u0bc8, \u0baa\u0bc8, \u0b95\u0bcb, \u0b88, \u0baa\u0bc2, \u0ba4\u0bc0<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "30d837eb-23a9-e78d-e58d-e684394440bf",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>describing people and things using compound nouns; for example, \u0ba8\u0bc0\u0bb2 \u0bb5\u0bbe\u0ba9\u0bae\u0bcd, \u0ba8\u0bb2\u0bcd\u0bb2 \u0bae\u0ba9\u0bbf\u0ba4\u0bb0\u0bcd, \u0baa\u0b9a\u0bcd\u0b9a\u0bc8\u0b95\u0bcd\u0b95\u0bbf\u0bb3\u0bbf<\/li><li>describing the qualities of people and things using noun-adjective phrases; for example, \u0b95\u0bc6\u0b9f\u0bcd\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbe\u0bb0\u0baa\u0bcd \u0baa\u0bc8\u0baf\u0ba9\u0bcd, \u0ba8\u0bb2\u0bcd\u0bb2 \u0bb5\u0bbf\u0b9f\u0bc1\u0ba4\u0bbf, \u0b85\u0bb4\u0b95\u0bbe\u0ba9 \u0b93\u0bb5\u0bbf\u0baf\u0bae\u0bcd<\/li><li>describing people and things using comparative and superlative adjectives; for example, \u0b85\u0ba4\u0bc8\u0bb5\u0bbf\u0b9f\u0baa\u0bcd \u0baa\u0bc6\u0bb0\u0bbf\u0baf\u0ba4\u0bc1, \u0b8e\u0bb2\u0bcd\u0bb2\u0bbe\u0bb5\u0bb1\u0bcd\u0bb1\u0bbf\u0bb2\u0bc1\u0bae\u0bcd \u0baa\u0bc6\u0bb0\u0bbf\u0baf\u0ba4\u0bc1, \u0b85\u0ba4\u0bc1\u0bb5\u0bc7 \u0baa\u0bc6\u0bb0\u0bbf\u0baf\u0ba4\u0bc1<\/li><li>using qualitative adjectives in sentences; for example, \u0b85\u0bb4\u0b95\u0bbf\u0baf, \u0b85\u0bb4\u0b95\u0bbe\u0ba9, \u0b85\u0bb2\u0b99\u0bcd\u0b95\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd\u0baa\u0b9f\u0bcd\u0b9f<\/li><li>beginning to use reflexive pronouns and verbs in modelled sentences; for example, \u0ba8\u0bbe\u0ba9\u0bc7, \u0b8e\u0ba9\u0bcd\u0ba9\u0bc8\u0baf\u0bc7, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc7, \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bc7, \u0b85\u0bb5\u0ba9\u0bc7, \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bc7, \u0ba4\u0bbe\u0bae\u0bc7, \u0ba4\u0bae\u0b95\u0bcd\u0b95\u0bc7<\/li><li>using indicators of groups or collective nouns; for example, \u0b95\u0bc1\u0bae\u0bcd\u0baa\u0bb2\u0bcd, \u0b9c\u0bcb\u0b9f\u0bbf, \u0bae\u0bc2\u0bb5\u0bc7\u0ba8\u0bcd\u0ba4\u0bb0\u0bcd<\/li><li>using terms of address; for example, \u0ba4\u0bbe\u0baf\u0bcd\u0bae\u0bbe\u0bb0\u0bcd\u0b95\u0bb3\u0bc7, \u0b85\u0bb5\u0bb0\u0bcd\u0b95\u0bb3\u0bc7, \u0b90\u0baf\u0bbe<\/li><li>using classifiers; for example, \u0b9a\u0bc0\u0baa\u0bcd\u0baa\u0bc1, \u0b95\u0b9f\u0bcd\u0b9f\u0bc1, \u0baa\u0bbf\u0b9f\u0bbf, \u0bae\u0bc1\u0bb4\u0bae\u0bcd<\/li><li>describing people, things and time using acronyms and abbreviations; for example, \u0b9f\u0bbf.\u0ba8\u0b95\u0bb0\u0bcd (T. Nagar), \u0b95\u0bbf.\u0bae\u0bc1 (B.C), \u0b95\u0bbf.\u0baa\u0bbf (AD)<\/li><li>using comparative and superlative forms of adverbs and adjectives; for example, \u0bb0\u0bbe\u0bae\u0bc1 \u0b85\u0bb5\u0ba9\u0bc8 \u0bb5\u0bbf\u0b9f \u0bb5\u0bc7\u0b95\u0bae\u0bbe\u0b95 \u0b93\u0b9f\u0bbf\u0ba9\u0bbe\u0ba9\u0bcd.<\/li><li>expressing imagination by using imagery; for example, \u0b95\u0bbe\u0bb1\u0bcd\u0bb1\u0bc1 \u0b95\u0b9f\u0bc1\u0bae\u0bc8\u0baf\u0bbe\u0b95 \u0bb5\u0bc0\u0b9a\u0bc1\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.<\/li><li>maintaining interactions using rhetorical devices \u2013 for example, \u0b89\u0ba3\u0bcd\u0bae\u0bc8\u0baf\u0bbe?, \u0b85\u0ba4\u0bc1\u0bb5\u0bb2\u0bcd\u0bb2 \u2013 and verbal fillers, such as \u0b87\u0bb2\u0bcd\u0bb2\u0bc8\u0baf\u0bc6\u0ba9\u0bbf\u0bb2\u0bcd, \u0bae\u0bc2\u0bb2\u0bae\u0bcd, \u0b87\u0bb5\u0bcd\u0bb5\u0bbe\u0bb1\u0bc1, \u0bae\u0bc1\u0ba4\u0ba9\u0bcd \u0bae\u0bc1\u0bb1\u0bc8\u0baf\u0bbe\u0b95,<\/li><li>using modal verbs, such as \u0b9a\u0bc6\u0baf\u0bcd\u0baf \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd, \u0ba4\u0bbf\u0bb1\u0bae\u0bc8\u0baf\u0bbe\u0b95, \u0b85\u0bb5\u0b9a\u0bbf\u0baf\u0bae\u0bbe\u0b95, \u0b95\u0ba3\u0bcd\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bbe\u0b95; \u0b85\u0bb5\u0b9a\u0bbf\u0baf\u0bae\u0bbe\u0b95 \u0b86\u0b9a\u0bbf\u0bb0\u0bbf\u0baf\u0bb0\u0bc8\u0b9a\u0bcd \u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0b95\u0bcd\u0b95 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd.<\/li><li>using synonyms; (\u0b92\u0bb0\u0bc1 \u0b9a\u0bca\u0bb2\u0bcd \u0baa\u0bb2 \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bcd) for example, \u0b9a\u0bc2\u0bb0\u0bbf\u0baf\u0ba9\u0bcd \u2013 \u0b86\u0ba4\u0bb5\u0ba9\u0bcd, \u0b95\u0ba4\u0bbf\u0bb0\u0bb5\u0ba9\u0bcd, \u0b9e\u0bbe\u0baf\u0bbf\u0bb1\u0bc1  \u0b85\u0bb0\u0b9a\u0ba9\u0bcd- \u0b95\u0bcb, \u0bae\u0ba9\u0bcd\u0ba9\u0ba9\u0bcd, \u0bb5\u0bc7\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd<\/li><li>recognising and using homonyms (\u0baa\u0bb2\u0bcd\u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bcd \u0b92\u0bb0\u0bc1 \u0b9a\u0bca\u0bb2\u0bcd); for example, \u0ba4\u0bbf\u0b99\u0bcd\u0b95\u0bb3\u0bcd -&nbsp;&nbsp; \u0bae\u0bbe\u0ba4\u0bae\u0bcd, \u0b9a\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0ba9\u0bcd, \u0bb5\u0bbe\u0bb0\u0ba8\u0bbe\u0bb3\u0bcd<\/li><li>referring to the past, present and future, and relating events in time using adverbs; for example, \u0bae\u0bc1\u0ba9\u0bcd\u0baa\u0bc1, \u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1, \u0bb5\u0bb0\u0bc1\u0bae\u0bc1\u0ba9\u0bcd, \u0baa\u0bbf\u0bb1\u0b95\u0bc1<\/li><li>indicating possibility; for example, \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bb2\u0bbe\u0bae\u0bcd, \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0b95\u0bcd\u0b95\u0bc2\u0b9f\u0bc1\u0bae\u0bcd, \u0b92\u0bb0\u0bc1 \u0b9a\u0bae\u0baf\u0bae\u0bcd, \u0b92\u0bb0\u0bc1 \u0bb5\u0bc7\u0bb3\u0bc8; \u0b85\u0bb5\u0ba9\u0bcd \u0b92\u0bb0\u0bc1 \u0bb5\u0bc7\u0bb3\u0bc8 \u0b85\u0b99\u0bcd\u0b95\u0bc1 \u0bb5\u0bb0\u0bbe\u0bae\u0bb2\u0bcd \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bb2\u0bbe\u0bae\u0bcd.<\/li><li>well-wishing; for example, \u0ba8\u0bae\u0bcd\u0baa\u0bc1\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd, \u0ba8\u0bae\u0bcd\u0baa\u0bbf\u0b95\u0bcd\u0b95\u0bc8\u0baf\u0bc1\u0b9f\u0ba9\u0bcd, \u0bb5\u0bbe\u0bb4\u0bcd\u0ba4\u0bcd\u0ba4\u0bc1\u0b95\u0bb3\u0bcd, \u0ba8\u0ba9\u0bcd\u0bb1\u0bc1<\/li><li>using sequencing words in paragraphs; for example, \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0bb2\u0bcd, \u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1, \u0bae\u0bc7\u0bb2\u0bc1\u0bae\u0bcd, \u0b95\u0b9f\u0bc8\u0b9a\u0bbf\u0baf\u0bbe\u0b95, \u0bae\u0bb1\u0bcd\u0bb1\u0bca\u0ba9\u0bcd\u0bb1\u0bc1, \u0b9a\u0bc1\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bae\u0bbe\u0b95<\/li><li>using cohesive devices; for example, \u0b8e\u0ba9\u0bbf\u0ba9\u0bc1\u0bae\u0bcd, \u0b86\u0ba9\u0bbe\u0bb2\u0bcd, \u0b89\u0bae\u0bcd<\/li><li>recognising word order; for example, \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b95\u0bc2\u0b9f\u0bc8\u0baa\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bcd.; \u0b95\u0bc2\u0b9f\u0bc8\u0baa\u0bcd\u0baa\u0ba8\u0bcd\u0ba4\u0bc1 \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0bb5\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0bae\u0bbe\u0ba9 \u0bb5\u0bbf\u0bb3\u0bc8\u0baf\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1.<\/li><li>using composition, stacking and interactive phrases to express complex ideas in a simple way; for example, \u0b86\u0b9f\u0bbf\u0baa\u0bcd\u0baa\u0bbe\u0b9f\u0bbf, \u0baa\u0bbe\u0baf\u0bcd\u0ba8\u0bcd\u0ba4\u0bc1 \u0baa\u0bbe\u0baf\u0bcd\u0ba8\u0bcd\u0ba4\u0bc1, \u0b95\u0bb2\u0b95\u0bb2, \u0b9a\u0bb2\u0b9a\u0bb2<\/li><li>using joining words with change \u0bb5\u0bbf\u0b95\u0bbe\u0bb0\u0baa\u0bcd\u0baa\u0bc1\u0ba3\u0bb0\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf; for example <ul><li>disappear (\u0b95\u0bc6\u0b9f\u0bc1\u0ba4\u0bb2\u0bcd) <ul><li>\u0b89\u0baf\u0bbf\u0bb0\u0bcd+\u0b89\u0baf\u0bbf\u0bb0\u0bcd  \u0baa\u0b9f\u0bcd\u0b9f\u0bc1+\u0b86\u0b9f\u0bc8=\u0baa\u0b9f\u0bcd\u0b9f\u0bbe\u0b9f\u0bc8<\/li><li>\u0bae\u0bc6\u0baf\u0bcd+\u0b89\u0baf\u0bbf\u0bb0\u0bcd \u0bb5\u0bbe\u0ba9\u0bca\u0bb2\u0bbf=\u0bb5\u0bbe\u0ba9\u0bcd+\u0b92\u0bb2\u0bbf and<\/li><\/ul><\/li><li>convert (\u0ba4\u0bbf\u0bb0\u0bbf\u0ba4\u0bb2\u0bcd)<ul><li>\u0bae\u0bc6\u0baf\u0bcd+\u0bae\u0bc6\u0baf\u0bcd \u0b95\u0ba3\u0bcd+\u0ba8\u0bc0\u0bb0\u0bcd=\u0b95\u0ba3\u0bcd\u0ba3\u0bc0\u0bb0\u0bcd<\/li><\/ul><\/li><\/ul><\/li><li>recognising and using \u0b95\u0bb2\u0bc8\u0b9a\u0bcd\u0b9a\u0bca\u0bb1\u0bcd\u0b95\u0bb3\u0bcd; for example,<ul><li>\u0b87\u0baf\u0b99\u0bcd\u0b95\u0bb2\u0bc8 \u2013 online<\/li><li>\u0bb5\u0bb2\u0bc8\u0ba4\u0bcd\u0ba4\u0bb3\u0bae\u0bcd \u2013 website<\/li><li>\u0bb5\u0bb2\u0bc8\u0baf\u0bca\u0bb3\u0bbf \u2013 YouTube<\/li><\/ul><\/li><\/ul><p> Further develop a metalanguage to discuss and explain grammatical forms and functions<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "0ac045c2-d3f8-c8f9-c940-75b367169d93",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Examine the interrelationship between different text types, language choices, audience, context and purpose<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "9f84c6d6-8f98-ca42-de73-2b9a00942959",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "57701649-f5ea-d908-a6b5-7e6f02c3f2c0",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse how and why language is used differently in different contexts and relationships<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "a1457d8d-9e6b-6b8d-7131-4694b719440d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["language-variation-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Explore changes to both Tamil and Australian English and identify reasons for these changes; for example, media and new technologies, popular culture and intercultural exchange<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "5dec96db-73c9-11ba-12ab-28b5109c880c",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
            "educationLevels": ["Year 9"],
        "curriculumStatements": [{
    
    "identifier": "7809fc66-16a9-cc3d-555f-84769686502e",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 9"],
        
    	    "educationLevels": ["Year 9"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generation<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]},{
    "identifier": "96da7bce-0165-e9ba-30d1-7c3b60ce6922",
    "title": "Year 10 Syllabus",
    "label": "Education level",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 10"],
    
        "educationLevels": ["Year 10"],
    
    
    "notations":["10"],
    "description":"<div id=\"content_container_24402_1035068\">\r\n<p style=\"border: 0px\"><strong style=\"border: 0px\">Year Level Description<\/strong><\/p><p>Year 10 Tamil: Second Language builds on the skills, knowledge and understanding required to communicate in Tamil developed in Year 9 and focuses on extending students\u2019 oral and written communication skills and their understanding of Tamil language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how Tamil language may feature in these.<\/p><p>In Year 10, students communicate in Tamil, initiating and participating in sustained interactions with others to discuss young people\u2019s experiences and interests in contemporary culture and social issues. They contribute ideas, opinions and suggestions in individual and collaborative tasks related to exchanging resources and information, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts and identify how context and culture affect how information is presented. They convey information and share comments, experiences and perspectives on texts, using language and various modes of presentation to achieve different purposes. Students analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, and create and present a range of imaginative texts on themes of personal or social relevance.<\/p><p>Students show understanding of the systems of the Tamil language, explaining differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions, and show understanding of the structure of complex sentences. They generate language for purposeful interaction in spoken and written texts by extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, expressing opinions and influencing others by encouraging and advising. Students further develop a metalanguage to discuss and explain grammatical forms and functions.<\/p><p>Students understand that Tamil language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.<\/p><p>In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Tamil in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.<\/p>\r\n<\/div>","curriculumStatements": [{
    
    "identifier": "4fecb085-d64b-c1d5-e36c-e47167020aac",
    "title": "Communicating",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 10"],
	
        "educationLevels": ["Year 10"],
    "curriculumStatements": [{
    
    "identifier": "01086d62-380e-6a04-50fa-fa75fea1f756",
    "title": "Socialising",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "e5449666-0f39-3603-dc68-c02ea6c22209",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["socialising-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Listening",
		"identifier": "585",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Intonation",
		"identifier": "7200",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Initiate and participate in sustained interactions with others orally and in writing to discuss young people\u2019s experiences and interest in contemporary culture and social issues; for example, \u0b87\u0bb3\u0bc8\u0b9e\u0bb0\u0bcd\u0b95\u0bb3\u0bbf\u0ba9\u0bcd \u0b86\u0bb0\u0bcb\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bae\u0bcd, \u0bae\u0bca\u0bb4\u0bbf\u0baf\u0bc8\u0b95\u0bcd \u0b95\u0bb1\u0bcd\u0bb1\u0bb2\u0bcd, \u0ba4\u0bb1\u0bcd\u0b95\u0bbe\u0bb2 \u0bae\u0bb1\u0bcd\u0bb1\u0bc1\u0bae\u0bcd \u0b8e\u0ba4\u0bbf\u0bb0\u0bcd\u0b95\u0bbe\u0bb2 \u0baa\u0bca\u0bb1\u0bc1\u0baa\u0bcd\u0baa\u0bc1\u0b95\u0bb3\u0bc1\u0bae\u0bcd.<\/p><p>Express feelings and justify opinions; for example, \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0b95\u0bcd\u0b95\u0bc1\/\u0b89\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b8e\u0baa\u0bcd\u0baa\u0b9f\u0bbf \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1?; \u0b89\u0b99\u0bcd\u0b95\u0bb3\u0bc1\u0b95\u0bcd\u0b95\u0bc1\/\u0b89\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0ba4\u0bae\u0bbf\u0bb4\u0bcd \u0baa\u0b9f\u0bbf\u0b95\u0bcd\u0b95 \u0b95\u0b9f\u0bbf\u0ba9\u0bae\u0bbe\u0b95 \u0b87\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bbe?; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1, \u0ba8\u0bbe\u0ba9\u0bcd \u0ba8\u0bbf\u0ba9\u0bc8\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd\u2026; \u0b9a\u0bc2\u0bb4\u0bb2\u0bbf\u0ba9\u0bcd \u0ba4\u0bc2\u0baf\u0bcd\u0bae\u0bc8\u0baf\u0bc8\u0baa\u0bcd \u0baa\u0bc7\u0ba3 \u0b8e\u0ba9\u0bcd\u0ba9 \u0b9a\u0bc6\u0baf\u0bcd\u0baf \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd?; \u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4 \u0bb5\u0bb0\u0bc1\u0b9f\u0bae\u0bcd \u0ba8\u0bc0 \u0b8e\u0ba9\u0bcd\u0ba9 \u0baa\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd \u0baa\u0bcb\u0b95\u0bbf\u0bb1\u0bbe\u0baf\u0bcd?\/\u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b8e\u0ba9\u0bcd\u0ba9 \u0baa\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0baa\u0bcd \u0baa\u0bcb\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "3bfabde3-c576-f5e9-a9d6-74ee8ab302d3",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["socialising-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Text types",
		"identifier": "5991",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese characters",
		"identifier": "3664",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Contribute ideas, opinions and suggestions in individual and collaborative tasks, exchanging resources and information, solving problems and managing diverse views; for example,organising real or simulated forums, social media or daily news segments, protests or rallies to raise awareness of contemporary culture and social issues<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "082da7a0-30c4-0cd1-5486-f3c71075970d",
    "title": "Informing",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "750f9df6-72ea-5696-e278-970eab1e057a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["informing-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds, such asregional news headlines, local community announcements and advertisements, and identify how context and culture affect how information is presented<\/p>",
    "generalCapabilities": ["Literacy","Numeracy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "04589546-7ac9-f5fa-6ba5-62bef65637b5",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["informing-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "5dab9ff3-12a0-688f-2ad8-0dad71f69d8d",
    "title": "Creating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "a35fc92a-159d-8873-882a-b90eaf74093b",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["creating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, such as poems, short stories, cartoons, films, songs, dance, street art and performance; for example, \u0baa\u0bbe\u0bb0\u0ba4\u0bbf\u0baf\u0bbe\u0bb0\u0bcd \u0b95\u0bb5\u0bbf\u0ba4\u0bc8\u0b95\u0bb3\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "a9f5a36d-e122-a697-9915-83a4bb2e0c71",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["creating-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Create and present a range of imaginative texts on themes of personal or social relevance to express ideas or reflect cultural values, social issues or experience<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "7c087c76-dca7-9a01-cbdf-2548ae2ad073",
    "title": "Translating",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "00a4393e-6ec2-7944-7a89-409ba1491b4c",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["translating-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another; for example, how popular Tamil expressions and idioms, such as \u0b95\u0bb2\u0bcd\u0baf\u0bbe\u0ba3\u0bae\u0bcd \u0b8e\u0ba9\u0bcd\u0baa\u0ba4\u0bc1 \u0b86\u0baf\u0bbf\u0bb0\u0bae\u0bcd \u0b95\u0bbe\u0bb2\u0ba4\u0bcd\u0ba4\u0bc1\u0baa\u0bcd \u0baa\u0baf\u0bbf\u0bb0\u0bcd; \u0b8e\u0ba9\u0b95\u0bcd\u0b95\u0bc1 \u0b8f\u0bb1\u0bcd\u0b95\u0ba9\u0bb5\u0bc7 \u0b95\u0bbe\u0ba4\u0bc1 \u0b95\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0b9a\u0bcd\u0b9a\u0bc1, can create confusion when translated literally<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "410d8ea5-dd79-4f7a-b459-cd5f00d9ef59",
    "title": "Reflecting",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "52007941-3d5e-9839-0d55-c3ee95f73a71",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["reflecting-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Reflect on the experience of learning and using Tamil, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
,{
    
    "identifier": "440beccd-63c7-d98c-3c55-bbbfa7e9037a",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["reflecting-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Spoken text",
		"identifier": "1161",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Visual texts",
		"identifier": "3262",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Families",
		"identifier": "665",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Explore and express own cultural identity and ability to act as a cultural mediator between Tamil speakers and other Australians<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
,{
    
    "identifier": "46a30396-9af4-9349-7e0b-20057b09e93d",
    "title": "Understanding",
    "label": "Strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels": ["Year 10"],
	
        "educationLevels": ["Year 10"],
    "curriculumStatements": [{
    
    "identifier": "4d193c77-408f-d82a-b444-783075827cb3",
    "title": "Systems of language",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "246c6600-e149-2ce5-20ce-6887ff779d90",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["systems-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Recognise and use correct sound pronunciation, intonation and rhythm in spoken text in a poem, song or story; for example, \u0ba4\u0bae\u0bbf\u0bb4\u0bc1\u0b95\u0bcd\u0b95\u0bc1\u0bae\u0bcd  \u0b85\u0bae\u0bc1\u0ba4\u0bc6\u0ba9\u0bcd\u0bb1\u0bc1 \u0baa\u0bc7\u0bb0\u0bcd \u2026<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "938b68de-1b64-6302-a254-ea81a1308700",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["systems-of-language-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Compare how spoken Tamil is different in various parts of India, Sri Lanka and other Tamil-speaking countries, and that each dialect is influenced by the local language of the region<\/p><p>Recognise, understand and use <em>Grantha<\/em> letters, which are used for writing <em>Sanskrit<\/em> words; for example, \u0bb7\u0bcd as in \u0b95\u0bbf\u0bb0\u0bc1\u0bb7\u0bcd\u0ba3\u0ba9\u0bcd, \u0bb9 as in \u0bb9\u0bb0\u0bbf\u0bb9\u0bb0\u0ba9\u0bcd<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "12cdc027-ab2a-94ad-9eeb-207dde55200d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["systems-of-language-3"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Tamil grammatical system, including:<\/p><ul><li>describing direct object pronouns; for example, \u0ba4\u0bc7\u0bb5\u0bbf \u0bae\u0bc7\u0b9f\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0ba8\u0b9f\u0ba9\u0bae\u0bcd \u0b86\u0b9f\u0bbf\u0ba9\u0bbe\u0bb3\u0bcd.<\/li><li>recognising indirect object pronouns; for example, \u0bb0\u0bbe\u0bae\u0ba9\u0bcd \u0ba4\u0ba9\u0ba4\u0bc1 \u0bae\u0ba9\u0bc8\u0bb5\u0bbf\u0b95\u0bcd\u0b95\u0bc1 \u0b95\u0bb4\u0bc1\u0ba4\u0bcd\u0ba4\u0ba3\u0bbf\u0baf\u0bc8\u0b95\u0bcd \u0b95\u0bca\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0bbe\u0ba9\u0bcd.<\/li><li>using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, such as describing events across different times, choosing appropriate tenses; for example, \u0b95\u0bbe\u0bb2\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0ba4\u0bbf\u0bb0\u0bc1\u0bb5\u0bbf\u0bb4\u0bbe \u0b87\u0b9f\u0bae\u0bcd \u0baa\u0bc6\u0bb1\u0bcd\u0bb1\u0ba4\u0bc1.; \u0ba4\u0bb1\u0bcd\u0baa\u0bcb\u0ba4\u0bc1 \u0baa\u0bc7\u0b9a\u0bcd\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bcb\u0b9f\u0bcd\u0b9f\u0bbf \u0ba8\u0b9f\u0bc8\u0baa\u0bc6\u0bb1\u0bcd\u0bb1\u0bc1\u0b95\u0bcd \u0b95\u0bca\u0ba3\u0bcd\u0b9f\u0bbf\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0ba4\u0bc1.; \u0b87\u0ba9\u0bcd\u0bb1\u0bc1 \u0b87\u0bb0\u0bb5\u0bc1 \u0baa\u0bc6\u0bb0\u0bcd\u0ba4\u0bcd \u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bc2\u0b9f\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0b95\u0bb2\u0bc8\u0ba8\u0bbf\u0b95\u0bb4\u0bcd\u0b9a\u0bcd\u0b9a\u0bbf \u0ba8\u0b9f\u0bc8\u0baa\u0bc6\u0bb1\u0bc1\u0bae\u0bcd.<\/li><li>introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions; for example, \u0b95\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0baa\u0b9f\u0bbf, \u0bae\u0bc7\u0bb2\u0bc1\u0bae\u0bcd<\/li><li>using connectors to form paragraphs; for example, \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0bb2\u0bcd, \u0b85\u0b9f\u0bc1\u0ba4\u0bcd\u0ba4\u0baa\u0b9f\u0bbf\u0baf\u0bbe\u0b95, \u0b8e\u0ba9\u0bb5\u0bc7, \u0bae\u0bc7\u0bb2\u0bc1\u0bae\u0bcd, \u0b87\u0bb1\u0bc1\u0ba4\u0bbf\u0baf\u0bbe\u0b95, \u0b86\u0b95\u0bb5\u0bc7<\/li><li>expressing opinions; for example, \u0ba8\u0bbf\u0ba9\u0bc8\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd, \u0ba8\u0bbe\u0ba9\u0bcd \u0b89\u0ba3\u0bb0\u0bcd\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd, \u0ba8\u0bbe\u0ba9\u0bcd \u0b85\u0ba4\u0bbf\u0b95\u0bae\u0bbe\u0b95 \u0bb5\u0bbf\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bc1\u0bb5\u0ba4\u0bc1, \u0b92\u0baa\u0bcd\u0baa\u0bbf\u0b9f\u0bc1\u0bae\u0bcd \u0baa\u0bcb\u0ba4\u0bc1, \u0b8e\u0ba9\u0bcd \u0b9a\u0bbe\u0bb0\u0bcd\u0baa\u0bbf\u0bb2\u0bcd<\/li><li>using encouraging words, such as \u0bae\u0bc1\u0baf\u0bb1\u0bcd\u0b9a\u0bbf \u0b9a\u0bc6\u0baf\u0bcd, advising words, such as, \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bbe\u0b95 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd, \u0b95\u0b9f\u0bcd\u0b9f\u0bbe\u0baf\u0bae\u0bcd, \u0b89\u0bb1\u0bc1\u0ba4\u0bbf\u0baf\u0bbe\u0b95, and evaluating words, such as, \u0b8e\u0ba9\u0bcd \u0b95\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0baa\u0b9f\u0bbf, \u0b8e\u0ba9\u0bcd\u0ba9\u0bc8\u0baa\u0bcd \u0baa\u0bca\u0bb1\u0bc1\u0ba4\u0bcd\u0ba4\u0bb5\u0bb0\u0bc8, \u0b8e\u0ba9\u0bcd \u0ba8\u0bae\u0bcd\u0baa\u0bbf\u0b95\u0bcd\u0b95\u0bc8\u0baf\u0bbf\u0ba9\u0bcd \u0baa\u0b9f\u0bbf, \u0b92\u0bb0\u0bc1 \u0baa\u0bc1\u0bb1\u0bae\u0bcd, \u0b8e\u0ba4\u0bbf\u0bb0\u0bcd\u0bae\u0bbe\u0bb1\u0bbe\u0b95<\/li><li>using the modal verbs \u0b9a\u0bc6\u0bb2\u0bcd\u0bb2 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd, \u0ba4\u0bbf\u0bb1\u0bae\u0bc8\u0baf\u0bbe\u0b95, \u0bae\u0bc1\u0b9f\u0bbf\u0b95\u0bcd\u0b95 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd, \u0b85\u0bb5\u0b9a\u0bbf\u0baf\u0bae\u0bcd \u0b8e\u0bb4\u0bc1\u0ba4 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd; for example, \u0ba8\u0bc0\u0b99\u0bcd\u0b95\u0bb3\u0bcd \u0b8f\u0ba9\u0bcd \u0ba4\u0bae\u0bbf\u0bb4\u0bc8\u0ba4\u0bcd \u0ba4\u0bca\u0b9f\u0bb0\u0bcd\u0ba8\u0bcd\u0ba4\u0bc1 \u0baa\u0b9f\u0bbf\u0b95\u0bcd\u0b95\u0bbf\u0bb1\u0bc0\u0bb0\u0bcd\u0b95\u0bb3\u0bcd?; \u0ba8\u0bbe\u0ba9\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd \u0ba4\u0bca\u0b9f\u0b99\u0bcd\u0b95\u0bc1\u0bae\u0bcd \u0bae\u0bc1\u0ba9\u0bcd \u0b85\u0bae\u0bc6\u0bb0\u0bbf\u0b95\u0bcd\u0b95\u0bbe \u0b9a\u0bc6\u0bb2\u0bcd\u0bb2 \u0bb5\u0bbf\u0bb0\u0bc1\u0bae\u0bcd\u0baa\u0bc1\u0b95\u0bbf\u0bb1\u0bc7\u0ba9\u0bcd.<\/li><li>using similes in sentences; for example, \u0b8e\u0bb2\u0bbf\u0baf\u0bc1\u0bae\u0bcd \u0baa\u0bc2\u0ba9\u0bc8\u0baf\u0bc1\u0bae\u0bcd \u0baa\u0bcb\u0bb2; \u0ba8\u0b95\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0ba4\u0bc8\u0baf\u0bc1\u0bae\u0bcd \u0baa\u0bcb\u0bb2<\/li><li>using metaphors; for example, \u0b9a\u0bc6\u0bb5\u0bcd\u0bb5\u0bbf\u0ba4\u0bb4\u0bcd\u0b95\u0bb3\u0bcd, \u0b95\u0baf\u0bb2\u0bcd\u0b95\u0ba3\u0bcd, \u0bae\u0bc1\u0ba4\u0bcd\u0ba4\u0bc1\u0baa\u0bcd\u0baa\u0bb2\u0bcd<\/li><li>using phrases and idioms to express complex ideas in simple ways; for example, \u0b89\u0b9a\u0bcd\u0b9a\u0bbf \u0b95\u0bc1\u0bb3\u0bbf\u0bb0\u0bcd\u0ba4\u0bb2\u0bcd, \u0bae\u0bc1\u0ba4\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0ba3\u0bcd\u0ba3\u0bc0\u0bb0\u0bcd<\/li><li>understanding the function of proverbs and quotations; for example, \u0b85\u0b9f\u0bbe\u0ba4\u0bc1 \u0b9a\u0bc6\u0baf\u0bcd\u0ba4\u0bb5\u0ba9\u0bcd \u0baa\u0b9f\u0bbe\u0ba4\u0bc1 \u0baa\u0b9f\u0bc1\u0bb5\u0bbe\u0ba9\u0bcd.; \u0b85\u0baa\u0bcd\u0baa\u0ba9\u0bcd \u0b85\u0bb0\u0bc1\u0bae\u0bc8 \u0bae\u0bbe\u0ba3\u0bcd\u0b9f\u0bbe\u0bb2\u0bcd \u0ba4\u0bc6\u0bb0\u0bbf\u0baf\u0bc1\u0bae\u0bcd.; \u0ba4\u0bbf\u0bb0\u0bc8\u0b95\u0b9f\u0bb2\u0bcd \u0b93\u0b9f\u0bbf\u0baf\u0bc1\u0bae\u0bcd \u0ba4\u0bbf\u0bb0\u0bb5\u0bbf\u0baf\u0bae\u0bcd \u0ba4\u0bc7\u0b9f\u0bc1.<\/li><li>indicating register using colloquial and formal language; for example, \u0b87\u0bb2\u0bcd\u0bb2, \u0b8e\u0baa\u0bcd\u0baa\u0bcb?, \u0b8e\u0bb5\u0bc1\u0bb3?, \u0bae\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb1\u0bcd\u0b95\u0bc1\u0bb0\u0bbf\u0baf<\/li><li>understanding the structure of complex sentences; for example, \u0b95\u0bbe\u0bb0\u0ba3\u0ba4\u0bcd\u0ba4\u0bcb\u0b9f\u0bc1 \u0bb5\u0bb0\u0bc1\u0bae\u0bcd \u0ba4\u0bc1\u0ba9\u0bcd\u0baa\u0b99\u0bcd\u0b95\u0bb3\u0bc8 \u0bb5\u0bbf\u0bb5\u0bc7\u0b95\u0ba4\u0bcd\u0ba4\u0bcb\u0b9f\u0bc1 \u0b9a\u0bae\u0bbe\u0bb3\u0bbf\u0b95\u0bcd\u0b95 \u0bb5\u0bc7\u0ba3\u0bcd\u0b9f\u0bc1\u0bae\u0bcd. - \u0b95\u0bb5\u0bbf\u0baf\u0bb0\u0b9a\u0bc1 \u0b95\u0ba3\u0bcd\u0ba3\u0ba4\u0bbe\u0b9a\u0ba9\u0bcd<\/li><\/ul>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "61026fdf-c66f-aabf-0bae-f61058ecbcfc",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["systems-of-language-4"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Further develop a metalanguage to discuss and explain grammatical forms and functions<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking"]
}
,{
    
    "identifier": "42a1766b-c32a-6e02-76b4-bb51bd0d7976",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["systems-of-language-5"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse how different types of text incorporate cultural and contextual elements<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
]}
,{
    
    "identifier": "a17691be-b7d1-d976-320b-9a40ca8456ab",
    "title": "Language variation and change",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "be4a1bc7-8072-96cc-fabe-47c173224f7f",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["language-variation-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Intercultural understanding"]
}
,{
    
    "identifier": "804bc33f-a70a-2694-4cb2-8ca4f596f29d",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["language-variation-2"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Explain how Tamil language and culture have evolved and how they continue to change over time, and understand that language use has the power to influence social and cultural relationships and practices<\/p>",
    "generalCapabilities": ["Literacy","Information and Communication Technology (ICT) capability","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
,{
    
    "identifier": "95cb4a9b-6cf4-61ea-dc97-13cbdf54bf25",
    "title": "Role of language and culture",
    "label": "Sub-strand",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
            "educationLevels": ["Year 10"],
        "curriculumStatements": [{
    
    "identifier": "501fffda-4a11-533d-65fb-0c0b1a818521",
    "label": "Content description",
    "learningArea": "Tamil - Second Language",
    "nominalYearLevels":["Year 10"],
        
    	    "educationLevels": ["Year 10"],
    	
    "notations": ["role-of-language-1"],
    "concepts": [{
    "vocabTerm": {
		"term": "Word meanings",
		"identifier": "3998",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Chinese languages",
		"identifier": "3135",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Falling tone",
		"identifier": "16653",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "High tone",
		"identifier": "16655",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Low tone",
		"identifier": "16657",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
,{
    "vocabTerm": {
		"term": "Rising tone",
		"identifier": "16663",
		"scheme": "http://vocabulary.curriculum.edu.au/scot/"
	}
}
    ],
    "description": "<p>Understand that Tamil language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time<\/p>",
    "generalCapabilities": ["Literacy","Critical and creative thinking","Personal and social capability","Ethical understanding","Intercultural understanding"]
}
]}
]}
]}    ]
}    ]

}