Elaboration (2) ACLFRU107
mapping and comparing variations in forms and expressions of French language in different geographical contexts, for example, les langues kanakes de la Nouvelle Calédonie, les langues bretonnes de la Bretagne, la créole de la Guadaloupe
Elaboration (2) | ACLFRU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC110
finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular …
Elaboration (1) | ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC111
using evaluative and comparative language to discuss different learning resources such as textbooks, websites or electronic dictionaries, for example, ils sont utiles/intéressants/trop complexes; je préfère lire le texte moi-même...; je trouve mieux…
Elaboration (2) | ACLFRC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC113
explaining to others a procedure, game or practice, using simple language and supporting graphics, materials and gestures, for example, how to play la pétanque, cook an omelette, house-train a puppy, play an online game
Elaboration (1) | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC113
conveying information and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’anti-discrimination, or rap rhythms and slogans to provoke …
Elaboration (3) | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLGEC107
conveying aspects of shared knowledge about German language and culture, such as by pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland. Die Flagge ist Schwarz-Rot-Gold.
Elaboration (3) | ACLGEC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU119
understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer
Elaboration (1) | ACLGEU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC126
creating and performing a puppet play involving a German character and an Australian character, such as die Maus (Die Sendung mit der Maus) meeting Bananas in Pyjamas or an Igel meeting an echidna, using modelled German language
Elaboration (1) | ACLGEC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC127
sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as …
Elaboration (2) | ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC129
exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz
Elaboration (4) | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC130
communicating about identity and language use within the family context, such as positioning self within the family and identifying own and family members’ heritage, for example, Ich bin Australier/-in. Mein Opa kommt aus Griechenland.
Elaboration (3) | ACLGEC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC137
exchanging information with peers and adults (online, in writing or face-to-face) about daily routines and leisure activities, using modelled language associated with time, sequence and location, for example, Ich stehe um 7.30 Uhr auf. Dann frühstücke …
Elaboration | ACLGEC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC137
describing key friends or family members, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich liebe meinen Bruder.
Elaboration (3) | ACLGEC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC146
observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives …
Elaboration | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC146
reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, …
Elaboration (2) | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU151
being aware of some regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland
Elaboration (3) | ACLGEU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU153
discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
Elaboration (2) | ACLGEU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC155
transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. …
Elaboration (3) | ACLGEC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC160
creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, …
Elaboration (2) | ACLGEC160 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU169
understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, …
Elaboration (1) | ACLGEU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum