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Elaboration (4) ACLJAC155

considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus

Elaboration (1) ACLJAU157

learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji

Elaboration (2) ACLJAU157

learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人

Elaboration (2) ACLJAC183

building and using metalanguage to discuss language and language learning, for example, めいし、けいようし、どうし、ぶん

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration (3) ACLKOC137

obtaining and using factual information from print, digital or multimodal texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography …

Elaboration (3) ACLKOC174

giving and following instructions, and asking and responding to questions relating to aspects of learning activities, for example, 아직 쓰지 마세요, 숙제를 언제까지 해요/내요? 어디에서 정보를 찾아요?

Elaboration (6) ACLKOU184

identifying time references expressed by forms and structures of verbs such as –었/았– and –(으)ㄹ 거예요 and learning how to use them in two-clause sentences, for example, 김치가맛있었지만 조금 짰어요; 학교에 가서 공부할 거예요

Elaboration ACLKOC201

producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity …

Elaboration (2) ACLKOC201

sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years

Elaboration (3) ACLKOC011

sharing feelings or ideas on the reciprocal benefits of learning and knowing each other’s language and culture, for example, mutual understanding and friendship between themselves and peers from a Korean background

Elaboration (12) ACLKOU014

using idiomatic expressions for greeting, farewelling, for some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 (중국계 호주 사람), … 회원이에요

Elaboration (1) ACLMGC139

checking on progress during learning tasks or activities, using comments and questions such as Κατάλαβες; Εντάξει, Πώς πας; Τελείωσες; Το ξέρω, Το έκανα, εύκολο

Elaboration (3) ACLMGC139

reflecting on the experience of learning and using Greek, comparing what they can and cannot do, for example, Ξέρω να γράφω, να μιλώ, να μετρώ μέχρι τα 100

Elaboration (1) ACLMGC173

interacting with peers to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Το ίδιο έπαθα/έκανα και εγώ, συγχαρητήρια, καλή ιδέα

Elaboration (3) ACLMGC002

creating presentations or performances for family, friends or school community to showcase Greek language learning, for example, a Greek Christmas carol such as Τρίγωνα Κάλαντα, Άγια Νύχτα or a current pop song

Elaboration (3) ACLSPC130

working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

Elaboration (1) ACLSPU138

learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel

Elaboration (2) ACLSPC147

checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo

Elaboration (6) ACLSPU156

understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically

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