Search

Elaboration (3) ACLKOC200

recounting own experiences of intercultural language use in oral or written forms, for example, speeches or essays, reflecting on concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’

Elaboration (1) ACLKOU018

observing how differently abbreviated forms in multimedia and social media are accepted in Korean and English, for example, ‘ASAP’, ‘RSVP’, 쌤, 여친, 남친

Elaboration ACLSPC115

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

Elaboration (3) ACLSPU121

noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena

Elaboration (2) ACLSPC127

using formal and informal greetings in spoken and written forms of communication, for example, Querida abuela, Hola María

Elaboration (3) ACLSPC136

talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, for example, gestures or forms of politeness

Elaboration (3) ACLSPU156

recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain

exploring the different forms and functions of Spanish in different contexts, regions and communities, for example, as an official language in more than 20 countries and as a community language in many others

Elaboration (3) ACLSPU161

comparing forms of cultural expression in different Spanish-speaking communities, such as celebrations, systems of schooling and concerns associated with young people, and comparing these with similar diversity in multicultural Australia

Elaboration (2) ACLSPU195

analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics

Elaboration ACLSPC007

creating imaginary characters, situations or events in forms designed to entertain others, such as a video clip, digital photo story, comic strip, or Big Book for younger students,

Elaboration ACLTUC007

creating and drawing/captioning new situations or settings for popular characters from texts such as the Keloğlan stories in print and digital forms

Elaboration (1) ACLTUC007

composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions

Elaboration (8) ACLTUU047

recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze

Elaboration (2) ACLTUC053

preparing for activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, performance, restaurant or community event, by rehearsing appropriate language forms and behaviours

Elaboration (3) ACLTUC057

assuming the persona of a character from a favourite contemporary novel or film and then adapting it to an earlier time or context, noticing changes required to language forms and expression

Elaboration (2) ACLTUU068

noticing how their choice of language such as forms of address, use of adjectives, nouns or pronouns when interacting in Turkish both influences and reflects relationships with people and attitudes and values

Elaboration (4) ACLTUC095

discussing whether they feel different when using Turkish in the classroom to how they feel when using it at home, for example, using standardised forms of Turkish in school

Elaboration (4) ACLTUU102

noticing how choice of language when communicating with different people, such as forms of address, choice of adjectives, nouns or pronouns, reflects relationships, attitudes and values

Elaboration ACLVIC112

composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities