Elaboration ACLSPU196
examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
Elaboration | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU034
understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto …
Elaboration (4) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLTUU066
analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use …
Elaboration (3) | ACLTUU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU080
recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of …
Elaboration (5) | ACLTUU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU100
analysing samples of language used in the media, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to identify the influence of factors such as age, gender, social position and regional variation on language use and text …
Elaboration (2) | ACLTUU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC105
using metalanguage to discuss language, culture and language-learning and to engage in peer- and self-reflection, for example, şimdi daha rahat Türkçe konuşabiliyorum, Türkçe TV programlarını daha iyi anlayabiliyorum, Evde Türkçeyi daha rahat konuşuyorum …
Elaboration (2) | ACLTUC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLVIU154
identifying ways in which tone and body language vary in daily interactions depending on context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the …
Elaboration (1) | ACLVIU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIU171
recognising how language use, such as the level of politeness, reflects the relationship of the participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày), while new acquaintances interact …
Elaboration (4) | ACLVIU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU015
identifying ways in which tone and body language vary in daily interactions according to setting and context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according …
Elaboration | ACLVIU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU016
identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding …
Elaboration (1) | ACLVIU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLCHU028
exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence …
Elaboration | ACLCHU028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC088
interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good …
Elaboration (1) | ACLCHC088 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU092
explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个 …
Elaboration (3) | ACLCHU092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU111
exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing …
Elaboration (4) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU260
analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or …
Elaboration (1) | ACLCHU260 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLASFC206
recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene …
Elaboration (4) | ACLASFC206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC242
recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or depicting signs to describe an event such as …
Elaboration (4) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLCHC105
reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately …
Elaboration (5) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLFWC119
reflecting upon the experience of authentic or virtual interaction with the target language and culture, for example, through face-to-face or online interactions with other target language speakers, through visits to the target language community, or …
Elaboration | ACLFWC119 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLARC104
following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games
Elaboration (2) | ACLARC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum