Search

Elaboration (2) ACLCLU045

keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Latin, noting personal reactions and reflections over time

Elaboration (4) ACLCLU045

reflecting on the experience of learning Latin, considering how it might add a further dimension to own sense of identity

Elaboration (2) ACLCLU060

reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Latin and their impact on perceptions of own cultural experience and ways of communicating

Elaboration (4) ACLCLU060

reinterpreting own experience of learning Latin, listening to others’ perspectives and comparing these with own experience

using questionnaires or surveys to collect and compare each other’s reflections on learning and using French, identifying challenges and gains and tracking different stages of learning, for example, au début, c’était comment?…petit à petit…; finalement…j’ai …

Elaboration ACLGEC173

expressing individual learning goals (Lernziele) in relation to skills and understanding for learning German, for example, Ich möchte unbedingt Deutsch besser sprechen., and monitoring progress towards achieving these goals, for example, Heute habe ich …

Elaboration ACLITC050

connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an …

Elaboration (3) ACLMGC147

connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at …

Elaboration ACELA1428

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

Elaboration ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Elaboration (1) ACELA1446

learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

Elaboration ACELA1450

learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration ACELA1462

exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’

Elaboration ACELA1506

learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’

Elaboration ACELA1508

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

Elaboration (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

Elaboration (2) ACSSU004

learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in the world around them (OI.3, OI.5)

Elaboration ACHASSI081

reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue

Elaboration (5) ACAMUM081

learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities