Elaboration ACELA1439

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

Elaboration | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELT1578

listening, responding to and joining in with rhymes, poems, chants and songs

Elaboration (1) | ACELT1578 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELT1579

using music and actions to enhance appreciation of rhymes, poems, chants and songs

Elaboration | ACELT1579 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELT1579

reciting rhymes with actions

Elaboration (1) | ACELT1579 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELT1580

reciting rhymes with actions

Elaboration (1) | ACELT1580 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (4) ACELY1784

listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts

Elaboration (4) | ACELY1784 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (4) ACELY1788

experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems

Elaboration (4) | ACELY1788 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration ACELT1592

exploring poems, chants, rhymes or songs from different cultures which class members may bring from home

Elaboration | ACELT1592 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (1) ACELT1592

learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

Elaboration (1) | ACELT1592 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (2) ACMNA001

developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes

Elaboration (2) | ACMNA001 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

Elaboration ACLARC106

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration | ACLARC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARC108

responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement

Elaboration (2) | ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC108

making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

Elaboration (3) | ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC109

performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning

Elaboration (1) | ACLARC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU116

observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

Elaboration (1) | ACLARU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC006

responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters

Elaboration (1) | ACLARC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLFRC002

singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)

Elaboration | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC004

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration (1) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (1) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC006

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!

Elaboration (2) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum