Elaboration (2) ACLASFC061
creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
Elaboration (2) | ACLASFC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU104
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
Elaboration (2) | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC127
asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …
Elaboration (2) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC134
explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD
Elaboration (3) | ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC136
identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity
Elaboration (2) | ACLASFC136 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC145
identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example: PRINCIPAL YOU-KNOW LONG-HAIR GLASSES? You know the principal? She has long hair and wears glasses. POSS1 …
Elaboration (6) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC154
using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups
Elaboration | ACLASFC154 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC163
describing relationships between members of their families or between classmates, for example: PRO3 POSS1 COUSIN WE2 GOOD FRIEND. She’s my cousin; we’re good friends.
Elaboration (4) | ACLASFC163 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC184
surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
Elaboration (4) | ACLASFC184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC187
creating a handshape poem on a selected theme, such as friendship, home or fear
Elaboration (6) | ACLASFC187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC201
demonstrating culturally appropriate behaviours such as nominating themselves as interpreters in role-play interactions between deaf and hearing friends
Elaboration (2) | ACLASFC201 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC226
using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …
Elaboration | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC241
creating and presenting a handshape or signed poem on a selected theme, such as friendship or love
Elaboration (3) | ACLASFC241 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC018
adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)
Elaboration (2) | ACLCHC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC019
identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
Elaboration | ACLCHC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU031
comparing conversations between peers/friends with conversations between teachers/authorities, for example, 你/您； 坐吧！/请坐！
Elaboration | ACLCHU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU031
finding examples of the openings of informal and formal conversations in Chinese films, soap operas and children’s cartoons, and practising using these openings in conversation with teachers and friends
Elaboration (2) | ACLCHU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC034
preparing and creating photo-stories with captions to present personal information and aspects of personal experience (such as friends and classmates, extracurricular activities, daily routine, and holiday experiences) for new classmates or for class …
Elaboration | ACLCHC034 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC041
using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
Elaboration | ACLCHC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC041
defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
Elaboration (2) | ACLCHC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum