Elaboration (1) ACLCHU255
evaluating the effectiveness of prosody in diverse contexts, for example, analysing the relationship between use of voice and character types in movies and television dramas, such as how the matriarch or patriarch of the family in Chinese dramas often …
Elaboration (1) | ACLCHU255 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU261
considering the impact of digital communication on language use, for example, that LOL in English now means ‘laugh out loud’ not ‘lots of love’, and that weibo has a 140-character word limit
Elaboration (3) | ACLCHU261 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLFWC013
noticing which languages they use in which contexts, for example, at home, when playing with friends, when talking with grandparents, at school when talking to teachers, at the community store, during visits to specific places on Country/Place
Elaboration | ACLFWC013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC025
identifying particular domains of language use, words and expressions used at school which may be unfamiliar, such as terms related to particular content areas or interactions between teachers and students
Elaboration (1) | ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU039
recognising and using specific ways of communicating messages that are linked with relationships, for example, indicating respect within families and extended kinship groups by avoiding direct eye contact, using indirect references and the use of silences …
Elaboration (1) | ACLFWU039 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU043
showing awareness that languages carry cultural ides and values, for example, through culture-specific words, styles of addressing people, use of silence, speech prohibitions, respect, land-language associations, and non-verbal communicative behaviou …
Elaboration | ACLFWU043 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC047
reflecting on the usefulness of particular learning tasks, discussing their comparative language and literacy development in the language and in English, and documenting their use of their language in school, for example, through recorded notes in a reflective …
Elaboration (3) | ACLFWC047 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (17) ACLFWC048
describing and explaining a range of practices relating to food gathering, such as the division and distribution of food from a hunting trip, for example, the awarding and use of different cuts of meat, special ways of cooking, cutting and sharing traditional …
Elaboration (17) | ACLFWC048 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC050
describing and explaining aspects of artistic expression, for example, traditional and contemporary paintings, design, dance, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in …
Elaboration (5) | ACLFWC050 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWC051
composing expressive texts such as protest statements, personal letters or persuasive speeches that require careful use of emotive or powerful language, noticing how they select language or imagery and the basis for this selection
Elaboration (8) | ACLFWC051 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU058
recognising how quotation marks may be used to mark parts of text as having special status, for example, quoted (direct) speech, and experimenting with the use of this device in own writing
Elaboration (3) | ACLFWU058 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU061
explaining how elements of communication, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
Elaboration | ACLFWU061 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU061
analysing intergenerational differences in language use, for example, young people’s language when talking about popular culture, the strong ‘right through’ language of the older generation
Elaboration (4) | ACLFWU061 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU066
analysing the domains of language use where language building has occurred, considering why this is the case and investigating some of the techniques used, for example, language engineering, adapting sounds, coining new words
Elaboration | ACLFWU066 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU066
investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving of material, websites, databases, documentaries, language …
Elaboration (2) | ACLFWU066 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU165
investigating the purpose and use of sign language in various Aboriginal and Torres Strait Islander languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message
Elaboration (5) | ACLFWU165 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC177
interviewing an Elder/community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall …
Elaboration (1) | ACLFWC177 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU189
understanding how elements of communication in Aboriginal languages and Torres Strait Islander languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, …
Elaboration | ACLFWU189 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU195
investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
Elaboration (2) | ACLFWU195 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (11) ACLFWU195
investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
Elaboration (11) | ACLFWU195 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum