Elaboration (1) ACLSPC021
using reflective and evaluative language to discuss the experience of learning and using Spanish and to evaluate resources such as textbooks, websites or electronic dictionaries, for example, Creo que... porque, Prefiero…, Es más útil que…, Tiene menos …
Elaboration (1) | ACLSPC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLTUU047
learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
Elaboration (3) | ACLTUU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC054
interacting constructively at different stages of collaborative learning, for example, by asking for clarification, açıklar mısınız? Tekrar eder misiniz? Ne demek istiyorsun?, providing feedback, çok güzel, çok iyi çalıştık and reflecting on completion …
Elaboration (1) | ACLTUC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU063
learning pronunciation of vowels and consonant clusters in loan words, for example, the stress and pronunciation of vowels in mükemmel and consonant clusters tr- in tren,-ks- in faksla and sp- in spor, pl- in plaj
Elaboration (2) | ACLTUU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU064
learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
Elaboration (2) | ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (10) ACLTUU064
learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak
Elaboration (10) | ACLTUU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU098
understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
Elaboration | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU098
learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, …
Elaboration (1) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU114
using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and …
Elaboration (1) | ACLTUU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLHIC003
following instructions in learning activities, for example, किताब में लिखो; बारी बारी पढ़ो; चार का समूह बनाओ; गोल घेरा बनाओ और बैठ जाओ; बैग ज़मीन पर रखो; कृपया खड़े हो जाओ
Elaboration (2) | ACLHIC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | 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 (1) ACLTUU115
learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as …
Elaboration (1) | ACLTUU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLVIC159
asking and responding to open-ended questions about learning activities or strategies, for example, Hôm qua có bài làm về nhà gì cho môn tiếng Việt? Cô giáo dặn mình phải đọc và trả lời câu hỏi cho bài Tết Trung Thu. Mình phải làm sao để phân biệt được …
Elaboration (1) | ACLVIC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC020
asking and responding to open-ended questions about learning activities or strategies, for example, Bài làm về nhà cho môn tiếng Việt là gì vậy? Cô giáo dặn mình phải đọc và trả lời câu hỏi cho bài Tết Trung Thu. Mình phải làm sao để phân biệt được các …
Elaboration | ACLVIC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC020
corresponding with peers via an educational social network, using reflective and evaluative language to reflect on aspects of the Vietnamese culture and their Vietnamese language learning, for example, Người Việt coi trọng gia đình và giáo dục, nhờ vậy …
Elaboration (2) | ACLVIC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (6) ACLASFC064
analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, …
Elaboration (6) | ACLASFC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC164
expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as: PRO1 HANDWRITING PRO1 DON’T-LIKE RATHER TYPING I don’t like handwriting; I prefer to type it. PRO1 DON’T-WANT DRAW, PRO1 WANT …
Elaboration (1) | ACLASFC164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (18) ACLASFU197
analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning …
Elaboration (18) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC226
analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting …
Elaboration (6) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC017
contributing to class activities by asking for (我可以…吗？) and giving permission (可以), apologising and excusing (对不起), raising hand and using phrases such as 老师，我不懂 to request assistance in learning activities
Elaboration (2) | ACLCHC017 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum