Elaboration ACLARU183
understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
Elaboration | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC027
comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural …
Elaboration | ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (7) ACLARU030
understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,هذان كتابان جديدان؛ هاتان صديقتان وفيتان
Elaboration (7) | ACLARU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (18) ACLARU030
using imperative verb forms to persuade, encourage, and give advice, for example,لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر
Elaboration (18) | ACLARU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLFRU015
understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire
Elaboration (2) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (5) ACLFRU031
using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
Elaboration (5) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC046
reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
Elaboration (2) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU121
understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie
Elaboration (1) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU124
finding examples of cross-cultural influences between French, English and Australian-English cultural expressions, art forms and vocabulary, for example, young musicians in France studying le didgeridoo
Elaboration (1) | ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLGEU132
using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
Elaboration (6) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEU183
using the different imperative forms of verbs for peers and adults, for example, SpielSpielt/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!
Elaboration (5) | ACLGEU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU184
identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements by the use of personal pronouns, imperative/interrogative verb forms and …
Elaboration (2) | ACLGEU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU185
comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects
Elaboration (3) | ACLGEU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC021
compiling and comparing information and views/opinions from a range of spoken or written reports, for example, from interviews and evaluation forms related to a Schüleraustausch or Arbeitspraktikum
Elaboration (2) | ACLGEC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU031
identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements through the use of personal pronouns, imperative/interrogative verb forms …
Elaboration (1) | ACLGEU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU031
understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms, including digital (short speech, blog)
Elaboration (4) | ACLGEU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLHIC008
explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for example, touching the feet of elders while saying प्रणाम to show respect, and receiving blessings
Elaboration (4) | ACLHIC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIU013
understanding and responding to imperative verb forms, such as बैठ जाओ, यहाँ आओ, मेरी बात सुनो।
Elaboration (1) | ACLHIU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (8) ACLHIU013
understanding that verb forms change according to gender and number, for example, लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
Elaboration (8) | ACLHIU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU031
using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
Elaboration (2) | ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum