Elaboration (1) ACLCLU055
making connections and comparisons between a new text and familiar texts of the same type
Elaboration (1) | ACLCLU055 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU056
exploring the role of Latin in the process of Romanisation, and its influence on local languages
Elaboration (1) | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU057
investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
Elaboration (1) | ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU058
understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as the polite command in the English RIP (‘rest in peace’) and the use of the …
Elaboration (1) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU059
exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
Elaboration (1) | ACLCLU059 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU060
drawing on knowledge of ancient society to examine and interpret own world, including aspects such as ancestry, values, traditions, social status, family and national pride
Elaboration (1) | ACLCLU060 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (5) ACLCHU128
using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
Elaboration (5) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLGEC104
participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
Elaboration | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLINC056
creating texts such as notices, brochures and posters to inform others about issues and upcoming events, for example, Hari Selasa, Warung lumpia, di samping kantin, jam 1
Elaboration | ACLINC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLJAU194
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU032
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLMGU119
exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
Elaboration (2) | ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLCHC004
tracing, copying and practising using individual characters, such as the numbers 1–10 (一， 二， 三， 四， 五…)
Elaboration | ACLCHC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLGEC105
responding with actions/gestures to questions such as Wo ist … ? and instructions such as Bitte aufstehen, (Klasse 1)! Hände auf den Kopf! Alle zusammen! Achtung!
Elaboration | ACLGEC105 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC107
using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self and the immediate environment, for example, Ich bin im Kindergarten. Ich bin in Klasse 1. Das ist mein Kissen.
Elaboration (2) | ACLGEC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLASFC226
viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
Elaboration (3) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC127
asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …
Elaboration (2) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum