Elaboration ACLFRU086
analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, …
Elaboration | ACLFRU086 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (7) ACLGEU183
connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses such as relative clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder …
Elaboration (7) | ACLGEU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLHIC077
presenting information in the form of promotional or persuasive letters or speeches for audiences such as peers, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, …
Elaboration (3) | ACLHIC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLHIC113
presenting information in the form of promotional or persuasive texts for audiences such as peers, younger children, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में …
Elaboration | ACLHIC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (9) ACLINU030
understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
Elaboration (9) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLINC072
obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, …
Elaboration (1) | ACLINC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLJAU122
understanding basic word order in simple sentences, for example, noun が すき です。りんご が すき です。, adjective + noun です。 おおきい いぬ です。
Elaboration (3) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (8) ACLJAU158
understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
Elaboration (8) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAU013
applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
Elaboration (5) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU018
identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, はじめまして。よろしく おねがいします 。or that the question おげんき ですか。is a genuine health enquiry rather than a greeting
Elaboration (2) | ACLJAU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLSPU013
describing the qualities of people and things using adjectives and matching them in gender and number with the nouns, paying attention to word order and to the different types of gender variation, for example, los pantalones largos/ las faldas largas, …
Elaboration (4) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLTUU098
understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
Elaboration | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLVIC111
listening to, reading or viewing familiar Vietnamese imaginative texts such as stories (Mười hai con giáp), rhymes (Thằng Bờm), and cartoons in digital form, participating in a collaborative retelling of the text using prompts such as objects, pictures …
Elaboration | ACLVIC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIC027
reflecting on own language choices and communicative gestures in different cultural contexts, considering how ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain …
Elaboration (1) | ACLVIC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACELT1798
drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal …
Elaboration | ACELT1798 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (3) ACLARC174
using information obtained from a range of sources in order to debate issues of interest, such as the generation gap, teenage issues, immigration or parents’ expectations, using persuasive and evaluative language, making connections with own experiences …
Elaboration (3) | ACLARC174 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLVIU017
exploring how language and culture influence each other, for example, understanding the differences between Vietnamese and English name order (Nguyễn Trúc Lâm versus Truc Lam Nguyen) and its cultural significanceidentifying gestures, words and phrases …
Elaboration | ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLCHC051
documenting specific details of events, customs and lifestyles presented in multimodal sources such as video clips and face-to-face interviews in order to summarise the information, for example, 中国人很喜欢喝茶， 澳大利亚人喜欢喝咖啡
Elaboration | ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC066
referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…
Elaboration (1) | ACLCHC066 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC147
following an instructional video in order to complete an action collaboratively, for example, watching 如何画中国画, or preparing for a cultural celebration by following video procedures on how to 包粽子 for 端午节
Elaboration (3) | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum