Elaboration (3) ACLCHC081
using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
Elaboration (3) | ACLCHC081 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC194
using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
Elaboration (5) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCLU013
understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)
Elaboration (1) | ACLCLU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLVIU153
discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa …
Elaboration (4) | ACLVIU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU014
discussing ways in which different grammatical elements are used for different textual purposes, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại!) in recipes and other procedural texts, time …
Elaboration (2) | ACLVIU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (10) ACLKOU032
expanding metalinguistic knowledge by receptive use of: intimate copula verb ending (a noun + (이)야) expressions of intentions andlikelihood: –겠어요, –(으)ㄹ 것 같아요 conjunctors connecting clauses (–(으)니까, –(으)러) complex structures such as–어/아야 하다, –어/아도 …
Elaboration (10) | ACLKOU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLASFU067
recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …
Elaboration (1) | ACLASFU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU121
recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in …
Elaboration (5) | ACLASFU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU211
recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …
Elaboration | ACLASFU211 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU247
recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in …
Elaboration (6) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLCHC098
identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机
Elaboration (4) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC102
creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
Elaboration (1) | ACLCHC102 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC146
locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
Elaboration (1) | ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU209
exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration (2) | ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum