Elaboration (2) ACLFWC097
creating a profile to capture their sense of self, for example, through an avatar or montage, using key words and simple expressions to comment on the significance of particular events, relationships or experiences
Elaboration (2) | ACLFWC097 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU104
understanding ways in which languages influence one another, for example, language shift, language loss, shared writing systems and concepts, loan words
Elaboration (1) | ACLFWU104 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLE004
listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Classical Greek to convey meaning, using restored pronunciation and appropriate phrasing and expression
Elaboration | ACLCLE004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU009
understanding that one Classical Greek word may correspond to several different English words, and selecting the most appropriate meaning of a word in its context
Elaboration (4) | ACLCLU009 | 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) ACLCLU009
building vocabulary by recognising Classical Greek words commonly used in English, for example, idea, aroma, drama, synthesis, analysis, antithesis, hyperbole
Elaboration (6) | ACLCLU009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLU011
recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
Elaboration (9) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (11) ACLCLU011
identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
Elaboration (11) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLU022
recognising non-Attic versions of common words, for example, θάλασσα (θάλαττα), πονέω (πονῶ), ἐς (εἰς), μάτηρ (μήτηρ)
Elaboration (3) | ACLCLU022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (5) ACLCLU024
recognising common patterns of vowel change to identify words from the same root, for example, γίγνομαι/γένεσις, λέγω/λόγος
Elaboration (5) | ACLCLU024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (13) ACLCLU026
applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
Elaboration (13) | ACLCLU026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLE035
identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt
Elaboration (3) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (10) ACLCLE035
discussing how words that refer to aspects of Roman culture should be translated, for example, servus (‘slave’ rather than ‘servant’)
Elaboration (10) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU039
understanding that one Latin word may correspond to several different English words and selecting the most appropriate meaning of a word in its context
Elaboration (4) | ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLU041
identifying words of Latin origin that are used in subjects across the school curriculum, for example, data, agriculture, commerce, equilateral, formula, mesa, tablet
Elaboration (8) | ACLCLU041 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU053
identifying and understanding words used in apposition in all cases, for example, Venus, dea, est pulchra
Elaboration (6) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU054
recognising common patterns of vowel change to identify words from the same root, for example, capere: -cip (recipere)
Elaboration (6) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLARU016
recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب, and that many colloquial words, for example, …
Elaboration (4) | ACLARU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLFRF048
applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, …
Elaboration (4) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLINU046
comparing different pronunciation of phonemes in the middle of words (ng, ngg, dengan, tangan, tinggal, tanggal), and intonation of polysyllabic words, for example, mendengarkan, berbelanja, berselancar
Elaboration | ACLINU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLITU055
considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you explain netball or cricket to an Italian student? …
Elaboration (1) | ACLITU055 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum