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Elaboration (1) ACLITC124

creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated

decentering from their own primary linguistic and cultural world to reflect on being a communicator and user of Italian in a variety of social situations, considering their own positioning and values in relation to others

Elaboration (1) ACLITC126

reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s …

Elaboration (1) ACLITU127

recognising the differences in pronunciation of words with similar spelling, for example, sùbito, subito

Elaboration (1) ACLITU129

understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas

Elaboration (1) ACLITU130

analysing differences in communicative style between formal and informal interactions, for example, Come va? Come stai?

Elaboration (1) ACLITU131

researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, …

Elaboration (1) ACLITU132

discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices

Elaboration (1) ACLITU133

examining how their own language and culture influence their responses to others

Elaboration (1) ACLJAC109

using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。

Elaboration (1) ACLJAC110

playing じゃんけんぽん and using it in interactions such as turn-taking

Elaboration (1) ACLJAC111

understanding and responding to questions using まる/ばつ (○×) and はい/いいえ

Elaboration (1) ACLJAC112

recognising simple kanji, hiragana or words in familiar contexts such as labels and titles

Elaboration (1) ACLJAC113

using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。

Elaboration (1) ACLJAC114

using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。

Elaboration (1) ACLJAC115

creating digital texts based around familiar contexts and characters using pictures and captions

Elaboration (1) ACLJAC116

using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

Elaboration (1) ACLJAC119

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

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Cross Curriculum Priorities