Elaboration ACLKOC006
listening to and reading texts including those in online or digital form such as dialogues, cartoons, comics and stories, taking note of key words or expressions and of language features such as characters’ use of the informal polite-style ending –어/ …
Elaboration | ACLKOC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC008
translating and interpreting personal texts collaboratively and with teacher support,noticing similarities and differences in language use and considering why these might exist, for example, 민수는/가 키가 커요,착해요, 입어요/써요
Elaboration | ACLKOC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOC030
monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean
Elaboration (3) | ACLKOC030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOU038
recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of …
Elaboration (3) | ACLKOU038 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLMGC142
commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables, for example, Φοβάμαι, είναι αστείο, γελώ με ...
Elaboration (3) | ACLMGC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU153
recognising that language use can have connections to cultural practices, such as celebrating birthdays and name days, 25η Μαρτίου in the diaspora
Elaboration (1) | ACLMGU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU170
analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
Elaboration (1) | ACLMGU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU185
investigating the nature and use of Greek language in different contexts of interaction, for example, asking Greek-speaking students in Australia with whom they communicate in Greek and for what purposes, reflecting on similarities and differences to …
Elaboration (1) | ACLMGU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU015
recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s …
Elaboration (1) | ACLMGU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGC021
listening to, reading or viewing a range of texts, for example, a recount of a name day celebration, and identifying cultural use of language, for example, Και του χρόνου, Καλή όρεξη
Elaboration | ACLMGC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC025
discussing colloquial language use in Australia and comparing with Greek expressions, for example, Τα’κανα σαλάτα, and discussing what they say about Australian and Greek culture
Elaboration (2) | ACLMGC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU030
extending understanding and use of present, past and future tenses, for example, είμαι, ήμουν, θα είμαι, έχω, είχα, θα έχω, έπαιζα, έπαιξα, παίζω, θα παίξω, θα παίζω
Elaboration | ACLMGU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU031
identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive …
Elaboration (1) | ACLMGU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU033
exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
Elaboration | ACLMGU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLSPC116
explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
Elaboration | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU122
observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
Elaboration (1) | ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC130
working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills
Elaboration (3) | ACLSPC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU139
identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
Elaboration (9) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU143
exploring similarities and differences between the many languages spoken in Australia and represented in the school, for example, by comparing the ways different languages use writing, sound/speech and gestures to communicate
Elaboration (2) | ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU157
identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
Elaboration (3) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum