Elaboration (8) ACLFRU121
developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé
Elaboration (8) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLITC006
giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco
Elaboration | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC007
illustrating a shared class big book, for example, È un uccello. È verde. L’uccello vola. La farfalla è gialla. La rana è verde. La zebra è bianca e nera
Elaboration (2) | ACLITC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC030
recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for …
Elaboration (2) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU033
using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
Elaboration (3) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU037
discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English …
Elaboration (2) | ACLITU037 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC040
discussing projects as a whole class, for example, Cosa possiamo riciclare? Come possiamo diminuire l’inquinamento intorno alla scuola? Come possiamo rendere più sicura la strada da casa a scuola?
Elaboration (1) | ACLITC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC047
noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
Elaboration | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (6) ACLITC077
debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
Elaboration (6) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC085
analysing texts such as signs and considering the lack of equivalence in translation, for example, le maschere della Commedia dell’Arte, l’abito bianco nel matrimonio, il vestito nero, i riti del funerale, la visita domenicale al cimitero, I “fiori dei …
Elaboration | ACLITC085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC087
exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
Elaboration | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC121
exploring how values and practices may have changed over time by comparing texts from different eras, for example, analysing the lyrics of Italian popular songs and singer/songwriters (cantautori), for example, ‘L’italiano’ by Toto Cutugno
Elaboration (2) | ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC123
translating texts such as public signs and explaining choices in different renderings, for example, Non calpestare l’erba (Keep off the grass, Don’t walk on the lawn, Don’t trample the grass)
Elaboration (1) | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLSPU120
imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro
Elaboration (1) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLASFC002
participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns …
Elaboration (5) | ACLASFC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLVIC164
recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười …
Elaboration (4) | ACLVIC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU190
comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải …
Elaboration (3) | ACLVIU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC008
recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười …
Elaboration (2) | ACLVIC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (9) ACLVIU030
connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, such as tuy … nhưng, nếu … thì and vì … (cho) nên, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc. Nếu chăm học …
Elaboration (9) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU033
explaining Vietnamese words, phrases and concepts that have emerged as a result of technological development, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, nhật ký điện tử, đồ điều khiển từ xa, trò chơi trực tuyế …
Elaboration (1) | ACLVIU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum