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Elaboration (2) ACLCHC005

reciting poems and nursery rhymes

Elaboration (4) ACLINC053

participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

Elaboration ACLINU064

identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi

Elaboration ACLHIC009

creating and performing bilingual versions of nursery rhymes such as धोबी और चिड़िया; alternating verses in Hindi and English

understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are mon …

Elaboration ACLINU117

observing that Indonesians are typically multilingual and regularly shift between languages according to context, for example, use of Bahasa gaul among teenagers, bahasa daerah with local community, and bahasa baku in formal communication

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Elaboration (2) ACLASFC007

using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’

Elaboration ACLASFC133

using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (1) ACLARU116

observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

Elaboration (1) ACLSPU122

observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…

Elaboration (3) ACLTUC024

using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme

Elaboration (3) ACLCHU026

listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠，上灯台》

Elaboration (2) ACLCHU122

performing or reciting texts with strong rhythmic features such as nursery rhymes or tongue twisters, for example, 《猴子穿新衣》

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration (1) ACLFRC043

teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet

Elaboration (2) ACLINC110

analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are …

Elaboration (3) ACLKOC027

analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Korean), noticing what has or has not been effectively translated, considering the challenges of the translation …

Curriculum Types

Curriculum Elements Types