Elaboration ACLASFC147
responding to classroom instructions such as PLEASE WITH-2++ DS:sit-opposite Please find a partner and sit opposite each other. DS:line-up PLEASE Line up, please. LOOK-AT-me Look to the front.
Elaboration | ACLASFC147 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU175
noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
Elaboration (1) | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU229
noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example: PRO1 ASK PRO3 versus PRO1 ASK-her PRO3 ASK-me CA:I-was-shocked
Elaboration (4) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU247
noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
Elaboration (2) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCLU040
using metalanguage to explain the effect of particular language features on intended audiences, for example, exclamations, interjections, such as o me miserum; euge; eheu
Elaboration (3) | ACLCLU040 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLINU081
indicating action using, for example:transitive verbs, me- verb system (-kan or -i suffix) in subject- and object-focus form (with di- prefix)duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)adverbs as modifiers (kurang, cukup, cuma, agak, …
Elaboration (4) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (13) ACLVIU030
recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, thân thiện, lạnh lùng, tử tế, and using them in own spoken and written texts, for example, Mùa thu thời tiết mát mẻ, dễ chịu. Thầy/Cô giáo tiếng Việt của …
Elaboration (13) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLASFC003
following instructions for class routines, for example: PLEASE WITH-2++ DS:sit-opposite Please find a partner and sit opposite each other. DS:line-up PLEASE Line up, please. LOOK-AT-me PRO1 Look to the front.
Elaboration (3) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC219
following and using classroom language such as instructions for class routines, for example: PLAY GAME. PLEASE STAND UP We’re going to play a game; please stand up. LOOK-AT-me PRO1 Eyes to the front. PLEASE WITH-2++ Please find a partner.
Elaboration (1) | ACLASFC219 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC235
participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example: WHAT? PLEASE AGAIN Could you repeat that, please? STILL GO-AHEAD Go …
Elaboration (2) | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC237
clarifying information, such as: WHAT? PLEASE AGAIN Could you repeat that, please? RIGHT PRO2 SAY PRO1 FIX THAT? So, you want me to fix that? PLEASE SLOW SIGN Could you sign that slowly, please? PRO2 SAY BEFORE WHAT? What did you just say, so …
Elaboration (4) | ACLASFC237 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLFWU164
constructing expressions that refer to people, places, things and events using: nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun sentences without verbs, for example, …
Elaboration (1) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU164
expressing time, manner, attitude and place according to available language resources, such as: tenses, including past, present and future/non-past temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, …
Elaboration (2) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU100
expressing time, manner, attitude and place, using: tenses, including past, present and future/non-past temporal expressions, for example, relating to day–night cycle, lunar and seasonal cycles, ‘before’ and ‘after’, ‘soon’, ‘recent’, ‘long ago’ expressions …
Elaboration (2) | ACLFWU100 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCHC025
preparing a self-introduction and discussing the concept of ‘self’/我, exploring questions such as ‘What makes me special in my family? In my class? In my school?’, for example, 我叫 Tina, 我是妹妹。我上三年级，我的老师是王老师
Elaboration | ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCLU053
explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
Elaboration (7) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU100
constructing expressions referring to people, places, things and events in building and varying messages, using: nouns and adjectives in phrases for people, characters, places and objects, for example, compound nouns, reduplications and nominalisations, …
Elaboration (1) | ACLFWU100 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum