Elaboration (1) ACLITC096
describing and comparing friends and family, for example, using [subject + verb + adjective]: Il mio amico è simpatico
Elaboration (1) | ACLITC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC103
producing and presenting digital stories for younger learners, for example, using characters such as Pulcino Pio
Elaboration (1) | ACLITC103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU127
recognising some common interjections, for example, oh!, e?, cioè, ahimè, ohimè, uffa!
Elaboration | ACLITU127 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLJAC132
recognising character traits or behaviours in texts such as anime, manga and children’s stories that reflect Japanese culture and traditions
Elaboration (4) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU157
reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
Elaboration | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU175
reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
Elaboration | ACLJAU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU012
accurately pronouncing all combinations of hiragana and katakana, including voiced and unvoiced forms and all combined sounds (contractions and blends)
Elaboration (1) | ACLJAU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLMGU131
practising letter clusters,for example, στρ, μπρ, in common words or in names, Στράτος, μπράτσο
Elaboration (1) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGU151
identifying the appropriate way to communicate things in Greek, for example, το αυτοκίνητο instead of το κάρο
Elaboration (2) | ACLMGU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLSPU156
reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
Elaboration (2) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU012
becoming familiar with the use of graphic symbols such as ñ, tildes, ¿…?, ¡…! on keyboards and in writing systems
Elaboration (4) | ACLSPU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU030
recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
Elaboration | ACLSPU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLTUC003
participating in Bayrak töreni, the routine singing of national anthems and the recitation of Andımız, taking turns to lead
Elaboration (3) | ACLTUC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU013
describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
Elaboration (2) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU013
using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
Elaboration (3) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC025
identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, using dictionaries to work out ‘best fit’ translations, for example, from the stories of Hacıvat ve Karagöz, the words …
Elaboration (4) | ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU065
analysing unfamiliar texts to establish register, for example, by identifying words and expressions that suggest degrees of formality, audience and context, such as, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first person …
Elaboration (4) | ACLTUU065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (10) ACLTUU098
using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written …
Elaboration (10) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLVIC107
making simple requests using Làm ơn and expressing thanks with Cảm ơn
Elaboration | ACLVIC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLINU012
Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet[Key concept: pronunciation; Key processes: reading aloud, mimicking]
Elaborations ScOT Terms
ACLINU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum