Elaboration (1) ACLINU118
analysing word borrowings in Indonesian, such as from Arabic (Assalam alaikum), English (teknis, format), Dutch (rekening, wortel, kantor), Sanskrit (bahasa, belanja), Tamil (roti, mangga) and Javanese (alon-alon asal kelakon), and exploring borrowings …
Elaboration (1) | ACLINU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLARC009
producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate
Elaboration (3) | ACLARC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLGEU134
comparing ways in which language changes according to purpose and text type, for example, differences in amount of language, tone and layout between a dialogue and a list of instructions
Elaboration (1) | ACLGEU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLHIU014
recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list
Elaboration (1) | ACLHIU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLINC039
using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
Elaboration (2) | ACLINC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLJAC172
making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
Elaboration (1) | ACLJAC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLMGC141
using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)
Elaboration (5) | ACLMGC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLTUC021
collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
Elaboration (3) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLASFC005
demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
Elaboration (2) | ACLASFC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC221
instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys
Elaboration (4) | ACLASFC221 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHC008
developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning
Elaboration (1) | ACLCHC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLARC128
producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
Elaboration | ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU150
discussing key features, audience and purpose of different types of texts, for example, a shopping list serves as a reminder to self of items to be purchased, whereas a permission note seeks permission from another person to do or have something
Elaboration (2) | ACLARU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (6) ACLARU014
describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
Elaboration (6) | ACLARU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLFRC022
listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
Elaboration (1) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLGEC123
identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
Elaboration (3) | ACLGEC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC002
planning for a class celebration or performance, for example, following a model to create an invitation or program (Wann? Was? Wer? Wo?) or to write a shopping list, such as for a Grillfest
Elaboration (1) | ACLGEC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC004
compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format
Elaboration (4) | ACLGEC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC007
creating own version of familiar texts to entertain others, using a model and/or a list of key words, for example, a digital comic strip or Big Book for younger students, a rap or role-play to present to parents, or a poem for an online newsletter
Elaboration (1) | ACLGEC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLKOC142
producing a parallel bilingual word list by identifying known Korean words or expressions and relating them to English equivalents, and vice versa, noticing that direct translation sometimes does not work
Elaboration | ACLKOC142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum