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Elaboration (5) ACLTUC038

collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam

creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience

Elaboration (3) ACLTUC056

creating shared reference resources to support class projects on different topics, classifying information according to concepts, such as sağlık, çevre, fen, coğrafya, turizm

Elaboration (1) ACLTUU067

reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making …

Elaboration (1) ACLTUC094

creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the …

Elaboration (2) ACLVIU139

identifying traditional cultural practices and related language use that supports the sustainable consumption of resources, for example, cất những túi nhựa đi chợ để dùng lại

Elaboration ACLFWC004

listening and responding to Elders and community members telling stories about aspects of the past, for example, bush toys and children’s games, hunting, fishing and gathering food, how food was prepared and cooked, implements used, animals that were …

Elaboration (8) ACLFWC004

identifying, naming, and labelling key places and topographical features such as creeks, springs, rocky outcrops, water sources, estuaries, reefs, desert landforms, using some location and directional terms such as up, down, near, north, south, east, …

Elaboration (5) ACLFWC045

canvassing differing opinions and perspectives on particular issues, for example, the challenge to traditional authority and transmission of knowledge posed by the technologies of literacy, the use of social media, the role of land councils in looking …

Elaboration (1) ACLFWC091

obtaining information from a variety of sources about characteristic elements of the target language region, such as habitats and life cycles of different animals/birds or insects; bush plants, water supply, night sky and stars, for example, by listening …

Elaboration ACLCHC179

viewing reports on news and current affairs programs to develop an overview of events, and discussing responses of individuals and groups to issues and events such as environmental pollution, rapid urbanisation or a threat to public health or safety

Elaboration ACLCHC212

viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation

Elaboration (1) ACLFWC046

designing a campaign or developing a persuasive audio-visual text to promote awareness and invite action on an educational, community, social, environmental or health issue, such as the importance of learning the language at school or the benefits of …

Elaboration (13) ACLFWC048

researching social or environmental matters such as Indigenous Protected Areas, feral or endangered animals, using commentaries and information generated through community or media debates to construct and justify a personal position

Elaboration (6) ACLFWC049

creating texts such as blog posts, contributions to school newsletters or letters to local media on social and environmental issues, using persuasive and emotive language to gain support from others in the community

Elaboration ACLFWC070

identifying, naming, and labelling key topographical features of the target language region, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, by viewing environmental maps, photos, videos and objects

Elaboration (7) ACLFRU013

using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire

Elaboration (2) ACLFRU103

marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)

Elaboration ACLSPU159

finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and …

Elaboration (1) ACLARC109

performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning

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