Elaboration (1) ACLVIC184

reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts

Elaboration (1) | ACLVIC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLVIC027

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality and politeness, and use of personal space and …

Elaboration (3) | ACLVIC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLASFU068

recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS

Elaboration (1) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC165

using discourse markers in conversation to indicate understanding, attention or consideration, for example: SURPRISE oooh (with appropriate intonation) INCREDIBLE No way! WOW Wow! UM um

Elaboration (2) | ACLASFC165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU259

comparing the way an argument is developed in different languages, for example, in English the writer’s position is stated upfront whereas in Chinese it is generally left until the conclusion

Elaboration (1) | ACLCHU259 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLFWU017

recognising that the way a person is related to another affects how he or she speaks and behaves with that person, as in the case of mother-in-law talk or avoidance relationships, such as poison cousins

Elaboration (1) | ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLFWC069

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language

Elaboration (1) | ACLFWC069 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACELA1569

recognising how emphasis in sentences can be changed by reordering clauses (for example, ‘She made her way home because she was feeling ill’ as compared with ‘Because she was feeling ill, she made her way home’) or parts of clauses …

Elaboration | ACELA1569 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (4) ACLARC010

discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement ( بالرغم من إحترامي لك؛ لا اتفق معك), the importance of respect as …

Elaboration (4) | ACLARC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLVIC166

discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example, the importance of seeking agreement and compromise as reflected in the way Vietnamese people express disagreement (Tôi e rằng… Bạn nói cũng …

Elaboration | ACLVIC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACHASSI099

analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the …

Elaboration | ACHASSI099 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI099

exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during …

Elaboration (3) | ACHASSI099 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACTDIP021

imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find …

Elaboration (2) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACLGEC127

listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wau

Elaboration (1) | ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (14) ACLGEU166

describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.

Elaboration (14) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (10) ACLGEU183

understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert. …

Elaboration (10) | ACLGEU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | 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 ACLKOU037

understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies …

Elaboration | ACLKOU037 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (4) ACLVIC010

discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Vietnamese people express disagreement (Tôi không nghĩ vậy. Tôi e rằng… Bạn nói cũng có lý nhưng tôi …

Elaboration (4) | ACLVIC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (10) ACLASFC021

developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as: SURPRISE oooh (with appropriate intonation) INCREDIBLE No wa …

Elaboration (10) | ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum