Elaboration ACHASSK107

investigating colonial life to discover what life was like at that time for different inhabitants (for example, a European family and an Aboriginal or Torres Strait Islander language group, a convict and a free settler, a sugar cane farmer and an indentured …

Elaboration | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

Elaboration (3) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLGEC140

compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication …

Elaboration (3) | ACLGEC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLITU070

examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, …

Elaboration | ACLITU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLMGU152

recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, …

Elaboration | ACLMGU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLVIU119

naming different types of familiar texts (story, poem, song) and discussing how they work, for example, using the story starter Ngày xưa, hồi đó, lâu lắm rồi; or rhyming or repeating words in songs, such as quác quác quác, quạc quạc quạc in the song ‘Một …

Elaboration (3) | ACLVIU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (7) ACLASFU233

investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia; the work of high-profile individuals such as activists or actors; or through events such as NWDP …

Elaboration (7) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHC210

notifying teacher of work due in other subject areas, for example, 我有很多数学作业；我星期一有科学测验

Elaboration (3) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLFWC057

finding examples of interactions which are more appropriate in their own language than in English or vice versa, for example, using their first language to talk about community activities, family relationships, social and cultural activities, using English …

Elaboration | ACLFWC057 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLASFC208

reflecting on a range of filmed texts to identify examples of inclusive or exclusionary language that might impact on a person’s sense of identity, for example, the representation of deaf teenagers in the TV program Switched at Birth or the documentaries …

Elaboration (1) | ACLASFC208 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHU093

discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter (小区名，楼号，楼, for example, 龙江小区蓝天园15栋2单元504室)

Elaboration (3) | ACLCHU093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLJAC113

expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく

Elaboration (3) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

Elaboration (1) | ACHASSK029 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLITU108

noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities

Elaboration (3) | ACLITU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLKOC194

investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the …

Elaboration (4) | ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLVIC180

creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese …

Elaboration (1) | ACLVIC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (15) ACLASFC001

asking and answering questions related to time, place, number, days of the week, months and seasons, for example: WHY SHOULD LOOK-left LOOK-right BEFORE ROAD CROSS Why do we need to look left and right before crossing the road? ONE WEEK DS:length HOW-MANY …

Elaboration (15) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHC049

visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？

Elaboration (3) | ACLCHC049 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLFWU037

describing how word classes are treated differently in the language and in other known languages, including English, for example, the use of: number in nouns and pronouns (singular, dual, plural) tense and mood in verbs (affixation and separate words) case …

Elaboration (1) | ACLFWU037 | 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