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Elaboration (2) ACLCHU126

learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好

Elaboration (5) ACLCHC148

collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

Elaboration (2) ACLCHC233

translating terminology from other learning areas from English into Chinese and vice versa, for example, science, mathematics and social science concepts and terms

Elaboration (3) ACLFWC046

negotiating arrangements and solving problems that arise during collaborative learning tasks, weighing up alternatives, negotiating and managing different opinions and perspectives and reaching shared decisions

Elaboration (5) ACLFWU141

learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (7) ACLFWU141

learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages

Elaboration (1) ACLFWC152

sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary

Elaboration (2) ACLFWC162

comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience

Elaboration (2) ACLFWU169

learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics

Elaboration (1) ACLFWC184

reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (4) ACLFWU078

learning that writing systems represent sounds and meanings, and becoming familiar with the alphabetic principles that associate individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration ACLFWC117

creating shared bilingual learning resources, such as print or digital word banks or glossaries of target language and English expressions used in everyday interactions

Elaboration (2) ACLCLU015

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

Elaboration (2) ACLCHC246

comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)

Elaboration ACELA1426

learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) ACELA1462

exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences

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