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Elaboration ACLFRC005

labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte

Elaboration ACLFRF049

building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used

using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained

Elaboration (1) ACLFRU123

observing forms of communication in different situations, and explaining how elements such as body language and use of personal space or silence contribute to the nature of the interaction and reflect status or relationship

Elaboration (2) ACLFRU126

using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity

Elaboration ACLGEC147

participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform

Elaboration ACLGEC005

presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals

Elaboration (2) ACLGEU034

reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity

Elaboration (4) ACLHIC082

comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes

Elaboration (2) ACLHIC091

sharing aspects of their personal worlds and experiences, for example, by describing significant events or milestones or by comparing their experiences of using different languages in different areas of their lives

Elaboration (6) ACLHIC091

maintaining social contact with peers and contacts in other contexts by exchanging emails, posts on shared websites or personal blogs that highlight school, home or leisure activities

Elaboration ACLHIC118

discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues

Elaboration (1) ACLINC023

expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song

Elaboration (1) ACLINC052

comparing aspects of personal world such as school or home life, for example, Tugas saya memelihara anjng, Setiap hari kami berdoa

Elaboration ACLINC093

collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist

Elaboration (1) ACLINC103

exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones

Elaboration (1) ACLITU057

noticing similarities and differences between own personal experiences and people, places, events and ideas depicted in Italian print and digital texts, and sharing responses with others

Elaboration (1) ACLJAC169

creating cartoons, short plays or stories to present in class or to share with a wider virtual audience about personal past or future imagined experiences

Elaboration (2) ACLJAC001

exchanging personal details with Japanese-speaking peers via online or virtual forums, for example, providing name, age, school, and language(s) spoken at home

Elaboration (2) ACLMGC141

presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines

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Cross Curriculum Priorities