Elaboration (1) ACLSPC128
working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …
Elaboration (1) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC149
presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino …
Elaboration | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC150
comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, …
Elaboration (1) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU160
investigating how media, digital technologies and popular culture have influenced the Spanish language, for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
Elaboration | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC164
planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or direc …
Elaboration (3) | ACLSPC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC186
expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created …
Elaboration (3) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLTUC022
creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
Elaboration (5) | ACLTUC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU031
recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
Elaboration | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC035
composing written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
Elaboration (1) | ACLTUC035 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC038
gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, …
Elaboration | ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC072
analysing how spoken, written and digital texts convey cultural as well as factual information, for example, by identifying priorities and perspectives in regional news headlines, local community announcements, advertisements or notices in public spaces …
Elaboration (2) | ACLTUC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC073
creating digital clips or social media posts designed to persuade, dissuade, inform or inspire, for example, sağlıklı yaşamı destekleyen posterler, doğal felaketler için yardım kampanyası, seyahat broşürü, geri dönüşüm
Elaboration (3) | ACLTUC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC086
composing written or digital texts, such as emails, cards, letters or text messages, to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür eder …
Elaboration (2) | ACLTUC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUC106
viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo …
Elaboration | ACLTUC106 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLVIC144
presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, …
Elaboration | ACLVIC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC145
reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, the story’s ending or …
Elaboration (1) | ACLVIC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC182
creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
Elaboration (3) | ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC022
constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling …
Elaboration (1) | ACLVIC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Years 5 and 6 Hindi
The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …
Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 9 and 10 Hindi
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum