Elaboration (2) ACLSPC163
engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares
Elaboration (2) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC011
identifying elements of their own and one another’s ways of communicating and behaving that may be unfamiliar to people from different contexts and cultures, for example, ways of expressing wishes, or rituals associated with school sports
Elaboration (3) | ACLSPC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLTUU029
learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes
Elaboration (3) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC039
creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language
Elaboration (5) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC044
comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
Elaboration (1) | ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUU067
reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making …
Elaboration (1) | ACLTUU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC076
providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
Elaboration (3) | ACLTUC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC094
creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the …
Elaboration (1) | ACLTUC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC095
reflecting on the experience of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
Elaboration (1) | ACLTUC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC142
checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
Elaboration (2) | ACLVIC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLFRU032
noticing and applying features of familiar types of texts such as greetings, requests, weather reports or recipes through activities such as ‘genre-swapping’; that is, transferring features associated with one genre to a different one, for example, greetings …
Elaboration | ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU104
building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez …
Elaboration (3) | ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLJAU121
understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning
Elaboration (2) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLASFU014
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example, CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …
Elaboration (5) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU104
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …
Elaboration (8) | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU140
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …
Elaboration (5) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (14) ACLASFU230
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …
Elaboration (14) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC217
introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example: HAVE ONE SISTER ONE BROTHER I have a brother and a sister. THAT BABY HER SISTER That baby is her sister.
Elaboration (4) | ACLASFC217 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLARC112
discussing one another’s ways of communicating and their appropriateness in Arabic-speaking contexts, such as different ways of showing politeness, for example, when making requests من فضلك or thanking someone شكراً؛ شكراً جزيلاً
Elaboration (1) | ACLARC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC161
translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with …
Elaboration | ACLARC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum