Elaboration ACLFRC060
comparing cartoons or video clips from different eras, identifying themes and representations, for example, traditional fables and contes with moral messages and contemporary texts such as cartoons that include diverse perspectives on social issues
Elaboration | ACLFRC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC062
translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t’embrasse très fort…) and comparing …
Elaboration (1) | ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU070
reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l’Internet, le portable, les …
Elaboration | ACLFRU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC081
exploring French colloquialisms, argot and idioms (for example, tomber dans les pommes, les doigts dans le nez) that are typically used by different social groups, (for example, les jeunes, les sportifs, les étudiants)
Elaboration (1) | ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU089
finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, …
Elaboration | ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC093
discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
Elaboration (3) | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC095
creating texts to share with a French-speaking audience such as a video or web page to capture and interpret aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend
Elaboration | ACLFRC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC101
talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’éq …
Elaboration | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU105
collecting and analysing samples of language from texts such as video clips or print/electronic forms of communication to explore differences in communicative style and expression between social groups such as les adolescents, les profs or les tout-p …
Elaboration (2) | ACLFRU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC110
designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durabl …
Elaboration (3) | ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEU117
recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
Elaboration | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC137
recounting social and cultural experiences with family and friends, for example, Wir haben eine Reise nach Neuseeland gemacht. Unser Campingplatz war direkt am See und wir sind jeden Tag geschwommen.
Elaboration (4) | ACLGEC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC146
observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives …
Elaboration | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC157
researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, …
Elaboration (4) | ACLGEC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC171
exchanging information and opinions with peers about a range of social and cultural issues, for example, blogging about die Schule der Zukunft or the causes and effects of Jugendarbeitslosigkeit, and giving reasons for opinions
Elaboration (4) | ACLGEC171 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC172
creating a collaborative communications project, for example, via social media or a daily news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, for example, Wir ihr alle wisst… Es ist nötig, …
Elaboration (1) | ACLGEC172 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (6) ACLGEC001
sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional …
Elaboration (6) | ACLGEC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC005
presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or …
Elaboration (3) | ACLGEC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLHIC001
exchanging phrases used in everyday social interactions, such as thanking, apologising or offering congratulations, for example, धन्यवाद; शुक्रिया; माफ़ करना; बधाई हो; बहुत अच्छे! वाह! क्या बात है!
Elaboration (3) | ACLHIC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIC028
recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect …
Elaboration (2) | ACLHIC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum