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Elaboration (1) ACLITC097

negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, …

Elaboration (4) ACLJAC002

participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、つぎは　だれ？、いち、に、さん！

Elaboration (7) ACLKOU184

using basic complex-verb structures such as –어/아 주다, –고 있다, –(으)ㄹ 줄 알다, –(으)ㄹ수 있다 and –어/아 보다 as set phrases in their –어/아요 form to express complex ideas,for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 먹을 수 있어요, 읽어 보세요

Elaboration (2) ACLKOU013

using basic verbs including copula (–이에요/예요) to describe state/quality or action in present or past tenses with the informal polite-style ending –어/아요 (for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요, 가요/갔어요), including some set phrases with auxiliary verbs …

Elaboration (2) ACLSPC165

inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español …

Elaboration (13) ACLGEU030

understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, …

Elaboration (1) ACLASFU067

recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …

Elaboration (5) ACLASFU121

recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in …

Elaboration ACLASFU211

recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, …

Elaboration (6) ACLASFU247

recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in …

Elaboration (4) ACLCHC098

identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静，可回收物/不可回收物，关闭手机

Elaboration (1) ACLCHC102

creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene

Elaboration (4) ACLVIU153

discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa …

Elaboration (2) ACLVIU014

discussing ways in which different grammatical elements are used for different textual purposes, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại!) in recipes and other procedural texts, time …

Elaboration ACELY1690

describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used …

Elaboration ACELT1628

recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular …

Elaboration (2) ACHASSI079

finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; …

Elaboration (5) ACAVAM129

Considering viewpoints – institutions: For example – Who sponsored this work? If you were commissioned to make an artwork for a commercial business, what would you want to know in order to produce what they want? Would you compromise your beliefs to complete …

Elaboration (3) ACTDIP009

using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet …

Elaboration ACLARU132

using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …

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