Search

Elaboration (12) ACLKOU203

using a range of sentence enders and understanding their differences in meaning and appropriateness to the context,for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

Elaboration (12) ACLKOU204

inferring meanings of unknown words or expressions from information available from the text or context

using idiomatic expressions for greeting, farewelling, for some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 (중국계 호주 사람), … 회원이에요

Elaboration (12) ACLKOU033

using vocabulary related to youth culture such as 동아리, 힙합,including some hybrid words (for example, K–팝)

Elaboration (12) ACLSPU139

building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English

Elaboration (12) ACLSPU157

recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano

Elaboration (12) ACLSPU013

understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde

Elaboration (12) ACLSPU031

expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...

Elaboration (12) ACLTUU030

developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler

Elaboration (12) ACLTUU047

building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

Elaboration (12) ACLTUU081

analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı, -li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

Elaboration (12) ACLTUU098

understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

Elaboration (12) ACLVIU186

using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã

Elaboration (12) ACLVIU013

using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào

Elaboration (12) ACLVIU030

expanding vocabulary knowledge to include a range of common nouns, adjectives and verbs for everyday interactions at home and school, on topics such as friendship (Bạn tốt thì luôn sẵn sàng giúp đỡ lẫn nhau), leisure activities (Tôi đã có dịp thưởng thức …

Elaboration (12) ACLASFC118

describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family

Elaboration (12) ACLASFU179

describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission

Elaboration (12) ACLASFU197

comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings

Elaboration (12) ACLASFC206

participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

Elaboration (12) ACLASFU215

recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities