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Elaboration (12) ACLASFU197

comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings

Elaboration (4) ACLCHC035

supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言

Elaboration (3) ACLCHC181

designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

Elaboration ACLCHU190

comparing how statistical data such as census information or surveys is collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages

Elaboration (1) ACLCHU222

comparing how statistical data (such as census information or surveys) are collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages

Elaboration (6) ACLFWC026

measuring daily meteorological data, for example, temperature, humidity build up, rainfall, wind direction, sun intensity, times of tides, and constructing charts, column and picture graphs to record gathered information

Elaboration (8) ACLCLU056

identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, am …

Elaboration (3) ACLARC003

contributing to classroom activities, such as by developing classroom rules, expressing opinions on procedures and tasks, and giving advice and sharing ideas with peers, for example,إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ إذهب إلى الحمام في الفرصة؛ أكمل …

Elaboration (1) ACLFWC057

monitoring and analysing their use of their own language(s) and English in different domains of language use, for example, by keeping a record of when they use each language for different functions or in different contexts

Elaboration ACELA1429

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (3) ACELY1646

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

Elaboration ACELY1784

learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

Elaboration ACELA1454

learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

Elaboration (4) ACELY1662

beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words

Elaboration (2) ACELA1482

exploring the use of sensing verbs and how they allow readers to know what characters think and feel

Elaboration ACELT1600

identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems

Elaboration (1) ACELT1604

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Elaboration (3) ACELY1702

reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

Elaboration (1) ACELA1763

writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations

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