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Elaboration (4) ACPPS098

critically analysing messages about being male or female in popular culture and considering the impact these might have on individual and community health and wellbeing

Elaboration (4) ACPMP099

responding to teacher and peer feedback to enhance performance

Elaboration (4) ACPMP104

analysing the significant contributions Aboriginal and Torres Strait Islander people make, and have made, to sport in Australia

initiating and sustaining interactions by asking and responding to questions about likes and dislikes, الديناصور أسمه `ريكس` أبي اشتراه لي في العطلة. ريكس صديقي؛ ألعب معه في البيت, using simple language such as من تحب في العائلة؟ ماذا تحب في المدرسة؟ …

Elaboration (4) ACLARC105

participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games

Elaboration (4) ACLARU114

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,أكلت الطعام كله؟

Elaboration (4) ACLARU115

using masculine and feminine forms of singular nouns and adjectives, for example,الأب الحنون؛ الأم الجميلة ؛ كرسي كبير؛ الطاولة الصغيرة؛ أسد شرس؛ قطة أليفة

Elaboration (4) ACLARC123

locating and sequencing information to describe people and events, for example,البنت تدرس؛ يساعد الولد أمه؛ ينظف الأب الحديقة؛ تحضِّر أمي الفطور في الصباح؛ ينظف أبي السيارة في المساء

Elaboration (4) ACLARU131

experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ …

Elaboration (4) ACLARU132

using past tense verbs to recount events related to home and school contexts, for example,قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخراً؛ نسيت كتبي في البيت

Elaboration (4) ACLARC141

presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency …

Elaboration (4) ACLARU148

applying phonic knowledge to spell unfamiliar words, for example,جِئتُ؛ آكل؛ شيء

Elaboration (4) ACLARU149

using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك

Elaboration (4) ACLARU150

analysing how different types of texts create specific effects by using particular aspects of language, for example, superlative adjectives and imperative verb forms in advertisements designed to persuade customers

Elaboration (4) ACLARU151

recognising differences in language use between class presentations and everyday conversations

Elaboration (4) ACLARU152

identifying languages that were derived from Arabic, for example, Maltese and Nubi

Elaboration (4) ACLARC154

using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,عفواً؛ تفضل؛ أنت بنت ذّكية

Elaboration (4) ACLARU165

making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas by enhancing text cohesion and expression

Elaboration (4) ACLARU166

referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱

Elaboration (4) ACLARU167

explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of …

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