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Elaboration (4) ACTDEK041

constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures

Elaboration ACPMP085

examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia

Elaboration (2) ACLARU013

recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف

Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (3) ACLHIC002

responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory

Elaboration (3) ACLHIC029

creating drawings or photo displays that show their connections with family, friendship groups and communities, writing captions of words or phrases that they associate with each group

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group

Elaboration ACLJAC189

creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school

Elaboration (7) ACLMGU183

continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

Elaboration ACLSPC147

interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…

Elaboration (3) ACLSPC155

exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication

Elaboration (2) ACLTUC069

using electronic media to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests

Elaboration (3) ACLASFC010

identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society

Elaboration (15) ACLASFC082

describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups

Elaboration ACLASFC100

identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing students, family members, the larger Deaf community and wider ‘hearing’ world

Elaboration (5) ACLCHC037

reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太

Elaboration (5) ACLCHU123

recognising key morphemes in word groups, for example, 白天、白雪、小白兔

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