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Elaboration (2) ACLCHU259

analysing how to position oneself when writing for different purposes, for example, in persuasive and evaluative writing (说服：独生子女政策给中国的发展带来了很多好处; 议论：独生子女政策对中国的发展利弊参半)

Elaboration (2) ACLCHU260

understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)

Elaboration (2) ACLCHU261

examining new words added to Chinese dictionaries or introduced to social media and considering the reasons behind their development

Elaboration (2) ACLFWC001

collaboratively recounting experiences they have shared together, for example, trips to the bush or town, school events, sports days, meeting special guests

Elaboration (2) ACLFWC002

participating in traditional and contemporary games, tasks and activities that involve turn-taking, guessing, matching and choosing objects, bush tucker collecting, sand story telling

Elaboration (2) ACLFWC003

negotiating and following class rules and demonstrating understanding of class/school/teacher/community expectations in relation to respectful relationships, right behaviour, and right ways of talking in class and at school

Elaboration (2) ACLFWC004

learning to read Country/Place with Elders’ guidance, for example, by looking for tell-tale signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair

Elaboration (2) ACLFWC005

contributing to a shared recount, such as a class photo story to report on an event, for example, a hunting trip, a school visit, an excursion or school or community celebration

Elaboration (2) ACLFWC006

illustrating and describing main characters and key events in stories, songs and performances

Elaboration (2) ACLFWC007

re-enacting or retelling simple stories, episodes or interactions with props, actions and gestures

Elaboration (2) ACLFWC008

showing others how different signs and hand talk are used if applicable and explaining basic signs for things from the natural environment, for example, water, animals

Elaboration (2) ACLFWC009

creating sets of matching bilingual word cards

Elaboration (2) ACLFWC010

identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations

Elaboration (2) ACLFWC011

using appropriate language and behaviour when approaching particular sites of significance and other elements of Country/Place, for example, whispering, silences, making one’s approach known

Elaboration (2) ACLFWC012

talking about how people are linked to song, story, dance and design through kinship systems

Elaboration (2) ACLFWC013

developing language for talking about language and culture, for example, using terms such as ‘difference’, ‘Country’, ‘behaviour’, two ways’, and considering questions such as ‘Why is … like this?’ and ‘Why do people….?’

Elaboration (2) ACLFWU014

learning that the writing system represent sounds and meanings, associating individual sounds or a range of sounds with particular letters and combinations of letters

Elaboration (2) ACLFWU015

identifying common word classes, for example, noun, verb, using available terminology from the language as appropriate

Elaboration (2) ACLFWU016

understanding that texts have a purpose, for example, traditional stories, including hunting and travelling stories, paintings, songs and dances

Elaboration (2) ACLFWU017

recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team in school

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Cross Curriculum Priorities