Elaboration (3) ACELA1468
building extended noun groups/phrases that provide a clear description of an item
Elaboration (3) | ACELA1468 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (1) ACELA1468
exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
Elaboration (1) | ACELA1468 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (1) ACELA1491
identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
Elaboration (1) | ACELA1491 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACLASFU248
observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
Elaboration | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACELY1704
using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
Elaboration (4) | ACELY1704 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (2) ACELY1694
using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s …
Elaboration (2) | ACELY1694 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELA1493
creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')
Elaboration | ACELA1493 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (5) ACLASFU230
recognising that expanding a noun into a noun group enriches meaning
Elaboration (5) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLMGU132
observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
Elaboration (6) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (7) ACLKOU032
expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
Elaboration (7) | ACLKOU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLASFU014
categorising noun signs into those for people, animals, places or things
Elaboration | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU104
categorising noun signs into those for people, animals, places or things
Elaboration | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU140
categorising noun signs into those for people, animals, places or things
Elaboration | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU230
categorising noun signs into those for people, animals, places or things
Elaboration | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLFWU164
constructing expressions that refer to people, places, things and events using: nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun sentences without verbs, for example, …
Elaboration (1) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU142
becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ‘child happy’ vs ‘happy child’
Elaboration (2) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLKOC144
identifying various groups they belong to and reflecting on themselves as members of multiple groups
Elaboration | ACLKOC144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACHASSK118
discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)
Elaboration | ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACELA1508
observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phr …
Elaboration (1) | ACELA1508 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (3) ACLFWU079
becoming aware how word order may differ from English or other known languages, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
Elaboration (3) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum