Elaboration (5) ACLCLU037
acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words
Elaboration (5) | ACLCLU037 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLCLU039
building vocabulary by recognising Latin words commonly used in English, for example, exit, video, arena
Elaboration (6) | ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLE050
reading holistically to deduce the context and content of Latin texts, by identifying key words and phrases
Elaboration | ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU052
distinguishing between the primary and secondary stress in polysyllabic words, for example, spèctatóribus
Elaboration (2) | ACLCLU052 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU054
building vocabulary by recognising English words derived from supines, for example, ‘mission’ from missum
Elaboration (4) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (5) ACLCLU054
identifying and interpreting compound words, for example, ‘prefect’ from prae + factum
Elaboration (5) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (7) ACLCLU054
expanding vocabulary by using connections between conceptually related words, for example, pius, impius, pietas
Elaboration (7) | ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACELA1526
using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …
Elaboration | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (1) ACLARU118
recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
Elaboration (1) | ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU016
recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز؛, and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’
Elaboration | ACLARU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLFRU016
recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
Elaboration (1) | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC026
collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’
Elaboration (2) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (8) ACLFRU031
strengthening vocabulary knowledge by making connections with known words (for example, triste, la tristesse; le marché, le supermarché, le marchand), recognising word patterns and building word clusters, for example, number knowledge to 60+, words associated …
Elaboration (8) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU034
discovering some of the English words used by French speakers (for example, le coach, le blog, l’Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English
Elaboration (2) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU106
recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) …
Elaboration (2) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLGEU118
recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’
Elaboration (3) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU152
discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
Elaboration (1) | ACLGEU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU016
recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
Elaboration (1) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLHIU106
finding examples of Hindi words that retain their identity as non-English words but are increasingly incorporated into English and understood by bilingual speakers, for example, the familiar, affectionate use of यार and देसी
Elaboration (5) | ACLHIU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLINC008
participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
Elaboration | ACLINC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum