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Elaboration (4) ACLSPU018

noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro …

Elaboration (2) ACLSPC019

expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, …

Elaboration (1) ACLTUC002

participating in songs, poems and chants, such as counting or rhyming games, singing and performing actions, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar

Elaboration (6) ACLTUC019

following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik, for example, boya, kes, katla, yapıştır

Elaboration ACLTUC039

presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish

Elaboration (1) ACLMGC155

participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, …

Elaboration ACTDIP032

establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, …

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 (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 (4) ACLFRC098

translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world (for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Fête de la Musique, la Toussaint), and …

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