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Elaboration (1) ACLFWC067

interacting with the teaching team and visiting Elders/community speakers using appropriate protocols such as respect terms, behaviour and forms of address, including, for example, using assigned kinship roles

Elaboration (4) ACLFWC073

creating simple songs or new versions of contemporary songs and raps, for example by substituting words and phrases, such as animal names, places or geographical features, adding characters, incorporating non-verbal forms of support, such as clapping, …

Elaboration (1) ACLFWU079

identifying particular forms and structures in the language, for example, those that specify, identify and describe objects and actions, time and place; those that state ownership, ask questions, convey commands

Elaboration (7) ACLFWU107

recognising ways cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, respect, land–language associations and non-verbal communicative behaviours

Elaboration (3) ACLCLE001

analysing sentences, identifying and explaining the function of inflected forms, for example, ὁ δεσπότης καλεῖ τὸν δοῦλον (subject + verb + object)

Elaboration (3) ACLCLE005

identifying meanings of words by recognising change of form, such as irregular verb forms and third declension nouns, for example, φέρω/οἴσω, παῖς/παιδός

Elaboration (15) ACLCLU008

identifying the forms and application of personal, interrogative, indefinite, demonstrative and relative pronouns, for example, ἐγώ/σύ, ἡμεῖς/ὑμεῖς, τίς/τί, τις/τι, οὗτος/αὕτη/τοῦτο, ὅς/ἥ/ὅ

Elaboration (1) ACLCLU011

recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE

Elaboration (1) ACLCLU023

conjugating -ω verbs in perfect and pluperfect tenses, active and middle, indicative, imperative and infinitive forms, for example, εἴρηκα/εἴρημαι, ἑόρακα/ἑώραμαι

Elaboration (7) ACLCLE035

developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of genitive and nominative forms such as domini

Elaboration (1) ACLJAC181

exchanging ideas with peers or online Japanese-speaking contacts, presenting and expressing personal views on contemporary issues such as environmental sustainability, education or youth culture, considering the relationship between culture and context, …

Elaboration (2) ACLCHU256

discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

Elaboration (1) ACLFWU164

constructing expressions that refer to people, places, things and events using: nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun sentences without verbs, for example, …

Elaboration (1) ACLJAC028

noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by …

Elaboration (1) ACLCHC073

comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do …

Elaboration ACLARU117

understanding that different forms of address and greetings are used depending on the time of day and the gender, background and social status of the participants, for example,مرحبا ؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ …

Elaboration (3) ACLARC172

contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,أصبح …

Elaboration (2) ACLARU183

manipulating interrogative verb forms to ask a range of questions, for example,قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟

Elaboration (5) ACLARU183

extending use of negative forms, for example,لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

Elaboration ACLARU015

recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ …

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