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Elaboration (1) ACLGEC022

explaining a procedure or practice, using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips

Elaboration (2) ACLGEU034

reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity

Elaboration (3) ACLGEU034

considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (3) ACLHIC008

demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things

Elaboration (3) ACLHIC011

describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language

Elaboration (5) ACLHIC037

participating in online exchanges, such as video blogs with sister-schools in India or other Hindi- language contexts to describe and compare routines, interests and activities

experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

Elaboration (4) ACLHIC061

creating texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the aural and visual experience

Elaboration (2) ACLHIU068

creating and comparing their own examples of particular text genres, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language or text organisation

Elaboration (1) ACLHIU070

talking with older members of their families or communities about changes they have experienced in their use of Hindi and about their observations of how the language has changed over time

Elaboration (1) ACLHIC082

reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others

Elaboration (1) ACLHIC083

reflecting on the nature of intercultural learning in school and on intercultural experience in and out of school, discussing how different domains of language use present opportunities for the development of intercultural capabilities

Elaboration (2) ACLHIC083

reflecting on how their perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching/mixing and to behaviours that may be perceived as ‘cultural’

Elaboration (1) ACLHIU090

tracking changes in Hindi language forms and usage over different times and contexts, for example, मोटरगाड़-कार

Elaboration (5) ACLHIC095

creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

Elaboration ACLHIC097

experimenting with text structure and imaginative language to create entertaining texts for younger children, for example, by using dramatic and emotive words and vocal expression to build suspense in a story

Elaboration ACLHIC101

discussing what identity is and how their own sense of identity is influenced by their experience of living in a multicultural society and of identifying with particular language communities

Elaboration (3) ACLHIC101

reflecting on how their own perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching and to behaviours that may be perceived as ‘cultural’

Elaboration (6) ACLHIC114

exploring the playfulness, creativity and competitiveness of riddles, comparing their function as traditional entertainment in village communities with that of language play among young children today

Elaboration (6) ACLHIC115

using descriptive and evocative language to create an imagined scene or interaction between two characters designed to create a strong emotional response, such as fear, anticipation or amazement

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Cross Curriculum Priorities