Elaboration (4) ACLHIU124
identifying ways in which social media and technology have brought about changes in communication in their own lives, for example, by compiling a glossary of terms routinely used in emails or text messages, such as अब (ATM), फिर मिलेंगे CU, जाना होगा …
Elaboration (4) | ACLHIU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLJAU034
examining how language choices reflect social relations and priorities, for example, the concept of 内(うち)/外(そと)、 using ご/お prefixes and plain or polite forms, and using expressions that deflect praise of self or of own family to show modesty, such as …
Elaboration | ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLMGU117
using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, …
Elaboration | ACLMGU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLSPU196
understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, …
Elaboration (2) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLTUU067
identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations …
Elaboration | ACLTUU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU118
identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text …
Elaboration | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC176
debating with peers on social, environmental or educational issues with reference to Vietnamese and Australian views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là cách tốt nhất để thành công ngày nay?, using …
Elaboration (2) | ACLVIC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU017
exploring how language and culture influence each other, for example, understanding the differences between Vietnamese and English name order (Nguyễn Trúc Lâm versus Truc Lam Nguyen) and its cultural significanceidentifying gestures, words and phrases …
Elaboration | ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC019
participating in collaborative planning and decision making to organise actions and events such as group research, class excursions, school performances or social events, and negotiating options to reach agreement, for example, Lớp mình muốn đi tham quan …
Elaboration | ACLVIC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC020
corresponding with peers via an educational social network, using reflective and evaluative language to reflect on aspects of the Vietnamese culture and their Vietnamese language learning, for example, Người Việt coi trọng gia đình và giáo dục, nhờ vậy …
Elaboration (2) | ACLVIC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC023
comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social …
Elaboration (1) | ACLVIC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Video analysis: Soccer - Above
Students undertook a unit of work on indoor soccer over a period of 15 lessons. They developed an understanding of the 5 vs 5 team structure and individual skills, with a focus on dribbling, passing and trapping. Students were asked to submit a video …
Video analysis: Soccer - Above | Samples | Work samples | Resources
Video analysis: Soccer - AT
Students undertook a unit of work on indoor soccer over a period of 15 lessons. They developed an understanding of the 5 vs 5 team structure and individual skills, with a focus on dribbling, passing and trapping. Students were asked to submit a video …
Video analysis: Soccer - AT | Samples | Work samples | Resources
Elaboration (5) ACLCHC210
requesting assistance or seeking advice on a feature of language (for example, mobile phone 。中文怎么说， 怎么写（面）这个字呢？), and exploring concepts related to topical and contemporary issues (such as ethnicity and identity, social justice, environment, education …
Elaboration (5) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Demonstration and written reflection: Indoor climbing - AT
Students were provided with opportunities to develop their skills and knowledge of climbing and belaying at the local indoor climbing facility. Students were asked to demonstrate their climbing and belaying skills. Following practical and belaying sessions, …
Demonstration and written reflection: Indoor climbing - AT | Samples | Work samples | Resources
Learning through work experience - ABOVE
This task was part of a unit of work relating to work placement. The students experienced explicit teaching of employability skills and reflective writing. They worked with a career adviser to identify an area of vocational interest and organise for a …
Learning through work experience - ABOVE | Samples | Work samples | Resources
Demonstration: Gymnastics - Years 3 and 4 - BELOW
As part of a four-week gymnastics unit, students were introduced to activities and practised beginning positions, static balances, rotations, landings and transitions. Safety elements were incorporated into all lessons, including specific and safe warm-up …
Demonstration: Gymnastics - Years 3 and 4 - BELOW | Samples | Work samples | Resources
Demonstration and written reflection: Indoor climbing
Students were provided with opportunities to develop their skills and knowledge of climbing and belaying at the local indoor climbing facility. Students were asked to demonstrate their climbing and belaying skills. Following practical and belaying sessions, …
Demonstration and written reflection: Indoor climbing | Samples | Curriculum connections | Resources
Demonstration and written reflection: Indoor climbing - ABOVE
Students were provided with opportunities to develop their skills and knowledge of climbing and belaying at the local indoor climbing facility. Students were asked to demonstrate their climbing and belaying skills. Following practical and belaying sessions, …
Demonstration and written reflection: Indoor climbing - ABOVE | Samples | Work samples | Resources
Learning through work experience - AT
This task was part of a unit of work relating to work placement. The students experienced explicit teaching of employability skills and reflective writing. They worked with a career adviser to identify an area of vocational interest and organise for a …
Learning through work experience - AT | Samples | Work samples | Resources