Elaboration ACLINC018
sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
Elaboration | ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLINC038
reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…
Elaboration (1) | ACLINC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACLINU047
seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
Elaboration (5) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (14) ACLINU098
giving directions and information about place using prepositions (di/ke, dari), and about people using the prepositions dengan, kepada
Elaboration (14) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (16) ACLINU098
seeking information and assistance using interrogatives, for example, siapa, apa, bagaimana, berapa, dari mana, di mana, ke mana, apakah, kapan, berapa lama, jam berapa?, permisi boleh saya…
Elaboration (16) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITC006
giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco
Elaboration | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (7) ACLITU014
noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
Elaboration (7) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC024
asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, for example, la domenica; il dieci giugno; ha trentasette anni; è alto e …
Elaboration (4) | ACLITC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC119
listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, and reading or viewing a series of advertisements and creating …
Elaboration | ACLITC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLJAC113
using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく の えんぴつ です。いぬ が すき です。
Elaboration (1) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC145
using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ また, their names, likes and dislikes, family members or leisure activities
Elaboration (3) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC011
creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …
Elaboration (3) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC019
maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。 どうですか。
Elaboration (3) | ACLJAC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU036
understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family …
Elaboration (4) | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOC156
reading texts and extracting key points about an issue or topic (such as weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요
Elaboration (1) | ACLKOC156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC157
creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean …
Elaboration | ACLKOC157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC160
identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀 (‘rice as raw grains’), 밥 (‘cooked rice/meals …
Elaboration (1) | ACLKOC160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC172
expressing hopes and feelings, describing personal plans (for example, plans for school holidays), giving reasons or background information, for example, 소라가 좋아서 한국어를 배웠어요; 방학 때 뭐 할 거예요? 한국에 갈 거예요; 시험이 끝나서 기분이 좋아요
Elaboration (2) | ACLKOC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACLKOC172
communicating with peers via online correspondence or social networking to seek or share information or ideas on social, cultural or environmental issues, for example, 한국에서 보통 쓰레기를 어떻게 버려요? 한강에서 언제나 물놀이를 할 수 있어요? 방학 때 뭐해요? 가끔 서핑을 해요
Elaboration (4) | ACLKOC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (5) ACLKOC173
asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
Elaboration (5) | ACLKOC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum