ACLTUU098
Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination[Key concepts: grammar, …
Elaborations ScOT Terms
ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLVIU118
Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences[Key concepts: syntax, vocabulary; Key process: recognising]
Elaborations ScOT Terms
ACLVIU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLARU187
recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others
Elaboration | ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLINU081
expressing possession using word order, for example, siswa pertukaran, kartu telepon
Elaboration (1) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLITC002
playing games, for example, counting games, sorting and order games, number games, tombola
Elaboration (2) | ACLITC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (6) ACLJAU176
understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
Elaboration (6) | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAU014
understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
Elaboration (5) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (20) ACLJAU014
identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns
Elaboration (20) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLKOU013
using simple sentence structures in the subject–object–verb order to make statements or ask questions
Elaboration (6) | ACLKOU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLMGU132
creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
Elaboration (3) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC145
creating and posting Greek versions of existing school signs, recognising difference in word order, for example, staffroom, canteen
Elaboration (1) | ACLMGC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU013
using nouns and verbs, recognising agreement and word order, for example, Η μαμά μου είναι ...
Elaboration | ACLMGU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (15) ACLASFU230
noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
Elaboration (15) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLGEU013
Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, …
Elaborations ScOT Terms
ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLVIU013
Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of …
Elaborations ScOT Terms
ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLASFU014
noticing that Auslan has more flexibility in word order than English
Elaboration (7) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU140
noticing that Auslan has more flexibility in word order than in English
Elaboration (7) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHU124
understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)
Elaboration (2) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLASFU050
noticing that word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
Elaboration (7) | ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLVIU135
understanding and applying appropriate word order in sentences, for example, recognising that adjectives follow nouns (áo trắng), and experimenting with word order to see how meaning changes, for example, Lan hay hát ≠ Lan hát hay
Elaboration (6) | ACLVIU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum