Elaboration (2) ACLTUC074
identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such …
Elaboration (2) | ACLTUC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU098
learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, …
Elaboration (1) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU117
recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or …
Elaboration (5) | ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU118
investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent …
Elaboration (3) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC126
collecting and sorting information from a range of texts in multimodal and digital forms about people, objects or animals, for example, constructing a table that sorts animals into those they like and those they don’t like and gives reasons for preferences …
Elaboration (2) | ACLVIC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (6) ACLVIU152
expanding use of verbs to express actions, for example, Tôi chơi đá banh, and feelings, for example, Tôi cảm thấy vui khi được cô khen; and imperative forms, for example, Im lặng! Nghe cô giảng bài!
Elaboration (6) | ACLVIU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC162
comparing different expressive forms of the same story, event, character or place, to consider how form affects meaning and creates effects, for example, comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale …
Elaboration (1) | ACLVIC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU169
differentiating interrogative forms with tag questions and using them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a …
Elaboration | ACLVIU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC027
comparing appropriate ways of communicating in Vietnamese and non-Vietnamese contexts, for example, using different forms of address such as addressing a teacher by their first name in Vietnamese but by their family name in English (Thầy Tùng/Mr Nguyen), …
Elaboration | ACLVIC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU030
differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải …
Elaboration (1) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIU030
using a range of sentence types, such as interrogative, affirmative, negative and imperative forms, for different purposes, such as formulating questions, agreeing with or making statements, expressing dislikes, and making polite requests, for example, …
Elaboration (4) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLASFU053
investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest …
Elaboration (5) | ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU179
investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest …
Elaboration (6) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHU030
recognising characters used in specific cultural events (for example, 福 in various forms of New Year decoration, such as paper cut-outs, folk art, couplets), and identifying how the form might change, for example, asking why 福 is sometimes presented upside …
Elaboration (2) | ACLCHU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC067
presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of …
Elaboration (2) | ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU078
exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
Elaboration (1) | ACLCHU078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU095
discussing how languages influence each other, for example, how foreign concepts are represented in Chinese; interpreting the meanings of transliterations such as 可口可乐, translations such as 热狗, and hybrid forms such as 因特网
Elaboration (3) | ACLCHU095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU107
exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
Elaboration (5) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU112
identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time
Elaboration (3) | ACLCHU112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC133
engaging with entertainment designed for young children such as TV programs, songs, plays, and games in digital media, and evaluating such forms of entertainment, for example, 我喜欢这首歌,因为它的歌词很美
Elaboration | ACLCHC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum