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Elaboration (3) ACLGEC004

gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events

Elaboration ACLINC038

identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games

Elaboration (3) ACLINC039

reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

Elaboration (3) ACLINC055

analysing and summarising information from reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information

Elaboration ACLKOC156

identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games

Elaboration (3) ACLKOC004

gathering information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable to show a sequence of activities

Elaboration ACLMGC140

identifying information in texts, such as conversations, brochures or maps, and sharing this information with others in a different format, for example, presenting a chart of favourite television programs or computer games

Elaboration (6) ACLMGC141

reporting information, for example, about city and village life, based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

Elaboration (2) ACLMGC004

identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in Greece or Cyprus and producing a program

Elaboration (3) ACLTUC055

collecting information from a range of print and online resources to build reference materials for their own project work or class discussion, classifying information according to topics or concepts

Elaboration (6) ACLVIC160

contributing to a shared class database or online library information that has been drawn from various sources, and classifying selected information according to topic, genre or level

Years 7 and 8 German

The nature of the learners Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in …

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

Achievement Standard Modern Greek Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for …

Achievement Standard Vietnamese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The …

Achievement Standard Arabic Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …

Achievement Standard Turkish Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! …

Achievement Standard Turkish Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions …

ACLASFC154

Consider how their ways of communicating and responding to each other shape and reflect their sense of identity[Key concepts: identity, similarity, difference, community, membership, communication; Key processes: observing, identifying, creating, noticing, …

Elaborations ScOT Terms

ACLASFC155

Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; Key …