Elaboration ACLASFC238
interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce …
Elaboration | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHC072
producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth …
Elaboration | ACLCHC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC085
creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the …
Elaboration (5) | ACLCHC085 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU091
learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to …
Elaboration (2) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC116
identifying familiar words and concepts drawn from recent learning in other subject areas, for example, 数学（形状） and 科学（自然现象）
Elaboration (5) | ACLCHC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC116
making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 尾巴 in 猫有长长的尾巴， 人没有尾巴
Elaboration (6) | ACLCHC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC129
discussing topics beyond the immediate home context, including subjects from other learning areas, for example, 乘法口诀, 名人 and 地理
Elaboration (1) | ACLCHC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU140
learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences
Elaboration (1) | ACLCHU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC210
expressing opinions on lesson activities and learning tools, for example, 我觉得很好玩儿 ；我觉得很有用；我喜欢用网络词典
Elaboration (4) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLFWC023
participating in class, group and paired discussions about shared experiences and topics of interest, learning how to listen to others, to compare experiences, contribute ideas and provide feedback, noticing and talking about how the same event can be …
Elaboration (2) | ACLFWC023 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC175
designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, …
Elaboration (4) | ACLFWC175 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLU007
learning the Greek alphabet in lower and upper case, including final sigma, matching script to sound, for example, δ = d, γ = g, θ = th
Elaboration | ACLCLU007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU007
learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae
Elaboration (6) | ACLCLU007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Hindi Years 5 and 6
By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLARC123
obtaining and using information from print, digital and multimodal texts related to a range of learning areas, such as completing a simple science experiment, or naming countries, significant land features and historical places on a map, for example,أهرامات …
Elaboration (5) | ACLARC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLFRC039
sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. …
Elaboration (4) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC056
planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours …
Elaboration | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC111
interacting in classroom activities and discussions to manage shared learning experiences, report on each other’s contributions and consider each other’s views, opinions and preferences, for example, c’est à qui? Moi, je vais mettre cette image là; qu’est …
Elaboration | ACLFRC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEC181
evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich …
Elaboration | ACLGEC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU187
reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass …
Elaboration (1) | ACLGEU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum