Elaboration (4) ACLVIU030
using a range of sentence types, such as interrogative, affirmative, negative and imperative forms, for different purposes, such as formulating questions, agreeing with or making statements, expressing dislikes, and making polite requests, for example, …
Elaboration (4) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (16) ACLVIU030
using adjectives and verbs to express and convey emotions and attitudes, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, hổ thẹn, thú vị, buồn chán; thích, thương, kính phục, ghét, coi thường, đồng ý, ủng hộ, tán thành, phản đối
Elaboration (16) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLASFC001
introducing themselves or a friend to class visitors, for example: HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN Hi, my name’s Gavin and this is my sign name.
Elaboration (3) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU013
noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example: PRO1 ASK PRO3 versus PRO1 ASK-her PRO3 ASK-me CA:I-was-shocked
Elaboration (4) | ACLASFU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC019
discussing preferences in relation to school or community activities, using comparatives and superlatives PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART I like maths and science, but my favourite subject is art.
Elaboration (1) | ACLASFC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC020
checking on understanding when completing learning activities, for example: KNOW WHAT PRO1 MEAN? Do you know what I mean? THIS PRO2 FINISH THIS? Do you think that’s finished now?
Elaboration (5) | ACLASFC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU103
noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example: PRO1 ASK PRO3 versus PRO1 ASK-her PRO3 ASK-me CA:I-was-shocked
Elaboration (4) | ACLASFU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC109
recounting classroom events using indicating, plain and depicting verbs, for example: MONDAY PRO1-plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY We all went to a sports day on Monday. I enjoyed it.
Elaboration | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC111
following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as: HOLD Hold that thought. QUICK INTERRUPT Can I just interrupt you quickly?
Elaboration (6) | ACLASFC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC146
negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT? He will type, I’ll write, and what are you doing?
Elaboration (2) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC165
monitoring their own and each other’s learning, for example by making comments such as: SURPRISE KNOW-NOT PRO1 I didn’t know that … THANKYOU PRO2 EXPLAIN CLEAR Thank you – that was really clear.
Elaboration (4) | ACLASFC165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC183
contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, such as: NEVER THOUGHT YEAH-RIGHT Oh yeah, I hadn’t thought of that before.
Elaboration | ACLASFC183 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC199
creating hypothetical situations to contextualise a discussion or debate, for example: PRETEND PRO2 DEAF…. Pretend that you’re deaf … I-F PRO2 BOSS WILL CHANGE WHAT? What would you change if you were boss?
Elaboration (3) | ACLASFC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC217
introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example: HAVE ONE SISTER ONE BROTHER I have a brother and a sister. THAT BABY HER SISTER That baby is her sister.
Elaboration (4) | ACLASFC217 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU229
noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example: PRO1 ASK PRO3 versus PRO1 ASK-her PRO3 ASK-me CA:I-was-shocked
Elaboration (4) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHU012
stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
Elaboration (1) | ACLCHU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC057
exploring the role of language in the formation and expression of identity, for example: Why does my classmate go to Chinese school on Saturday? Why do I speak Chinese to my teacher but feel strange speaking it to my classmates?
Elaboration (2) | ACLCHC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC073
engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more …
Elaboration (4) | ACLCHC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU074
experimenting with tone changes and reflecting on the impact on fluency when speaking, for example: Can I speak more quickly? Do my words sound less forced and more natural?
Elaboration (1) | ACLCHU074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC105
interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
Elaboration (1) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum