Elaboration ACLFRU036
identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), …
Elaboration | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU067
extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
Elaboration (3) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU067
using le passé composé and le futur proche
Elaboration (4) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRU085
understanding the function and use of relative pronouns such as qui, que, dont
Elaboration (9) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU087
recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, …
Elaboration | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU103
using definite and indefinite articles (le, la, l’, les; un, une, des)
Elaboration (1) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (8) ACLFRU103
using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. …
Elaboration (8) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRU103
understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as …
Elaboration (9) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLFRU121
understanding the function of impersonal expressions such as il faut, on peut, on doit…
Elaboration (6) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLGEC108
expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
Elaboration (1) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU117
recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
Elaboration (1) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC122
commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!
Elaboration (2) | ACLGEC122 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC125
acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen
Elaboration (4) | ACLGEC125 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (12) ACLGEU132
understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
Elaboration (12) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU136
comparing terms across German-speaking cultures, for example, Liebchen/Liebling, mein Schatz, Spitznamen
Elaboration | ACLGEU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC141
writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
Elaboration (1) | ACLGEC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU148
applying basic pronunciation rules, such as the two different pronunciations of ch
Elaboration | ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (7) ACLGEU149
giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
Elaboration (7) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU151
noticing when the more polite Sie is used, for example, by children to unknown adults
Elaboration (1) | ACLGEU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC163
reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on …
Elaboration (3) | ACLGEC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum