Elaboration (3) ACLVIC182
creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
Elaboration (3) | ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU187
recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions …
Elaboration (1) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC005
presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
Elaboration (2) | ACLVIC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC007
creating own versions of familiar texts, including multimodal and digital texts, such as wedding cards, postcards or greeting cards for imagined special occasions
Elaboration (1) | ACLVIC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC022
constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling …
Elaboration (1) | ACLVIC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU035
explaining cultural references in Vietnamese texts, including multimodal and digital texts, for example, mừng tuổi, xông đất, trầu cau
Elaboration (2) | ACLVIU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLASFC079
creating a dynamic multimodal performance suitable for different modes of entertainment, such as a vlog, television or live performance
Elaboration | ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHC051
documenting specific details of events, customs and lifestyles presented in multimodal sources such as video clips and face-to-face interviews in order to summarise the information, for example, 中国人很喜欢喝茶， 澳大利亚人喜欢喝咖啡
Elaboration | ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC099
producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… …
Elaboration (4) | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC166
creating written and multimodal narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
Elaboration (2) | ACLCHC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC183
creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world
Elaboration (5) | ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLFWU016
understanding that texts can take many forms; that they can be very short, for example, a sign, or quite long, for example, a story, song or multimodal presentation
Elaboration (7) | ACLFWU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC028
participating in and responding to shared and guided reading of traditional and contemporary texts, for example, by retelling or re-enacting the story to others in spoken, written, or multimodal form, by creating a timeline of events or a profile of a …
Elaboration | ACLFWC028 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLFWC049
planning, rehearsing and giving presentations, selecting and sequencing appropriate content and incorporating multimodal elements to either promote a particular point of view or to reflect diversity of viewpoints
Elaboration (9) | ACLFWC049 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (12) ACLFWC049
creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions and commentaries that describe key milestones and significant life influences, such as people, events, educational experiences, …
Elaboration (12) | ACLFWC049 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC183
creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, …
Elaboration (2) | ACLFWC183 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC093
listening to Elders/community speakers tell stories, interpreting signs and gestures, retelling the story to others in spoken, written or multimodal form, using a combination of key words and phrases, illustrations and visual props
Elaboration (4) | ACLFWC093 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC113
researching a social event from the target language region, such as a music festival, race meeting, sporting event, ceremony, anniversary of a key date, creating a multimodal text/resource that communicates key elements to other learners
Elaboration (2) | ACLFWC113 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC118
creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions and commentary, to describe key milestones and significant life influences, for example, key people, events, educational …
Elaboration (1) | ACLFWC118 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum