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Elaboration (4) ACLTUU063

experimenting with rhythm and tempo in recitation of poems and ballads, developing understanding of the function of stress and applying it to unfamiliar words and phrases in more complex sentences and texts

Elaboration (1) ACLTUU064

using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor

Elaboration (5) ACLTUC074

telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug

Elaboration (5) ACLTUC093

interpreting words and expressions from popular Turkish language poems or song titles/lyrics that do not translate easily into English and that reflect aspects of Turkish culture

Elaboration (5) ACLTUC108

telling the story of Türk halıları ve kilimleri in their own words, comparing their individual interpretations of the design, symbols and colours in the rug

Elaboration (8) ACLTUC110

identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning

Elaboration (7) ACLVIU118

using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu

Elaboration ACLVIC130

identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’

Elaboration (7) ACLVIU152

using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng

Elaboration (2) ACLVIC160

using reading strategies to enhance understanding of texts, such as identifying and clarifying the meaning of key words or concepts, or distinguishing main points from supporting details

Elaboration (7) ACLVIU012

identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

Elaboration (12) ACLVIU013

using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào

Years 9 and 10 Hindi

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Years 9 and 10 Turkish

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 7 and 8 Turkish

The nature of the learners Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Years 7 and 8 Vietnamese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Languages: Japanese - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact with the teacher and peers in regular classroom routines and structured interactions (WS2, WS4). The student understands and responds to instructions related to classroom organisation …

Languages: Japanese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student interacts with peers, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about self (WS7), family (WS3, WS4, WS9, WS10) and friends …

Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student uses Greek to describe feelings, express likes and dislikes and exchange information about their personal world, including information about themselves, their family, friends and interests (WS1, WS2, …

Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

CrT9

Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …

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