Elaboration (1) ACLFRC007
creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation …
Elaboration (1) | ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC023
presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe …
Elaboration (2) | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC037
using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c’est vrai? c’est intéressant…dis-moi…
Elaboration (1) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC110
designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durabl …
Elaboration (3) | ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLINC009
writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
Elaboration | ACLINC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (4) ACLJAC113
making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials
Elaboration (4) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU034
comparing features of written and spoken Japanese that reflect different communicative purposes, such as formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation, for …
Elaboration (4) | ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLKOC027
using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, considering why a word or expression does or does not translate readily and reflecting on possible ways to translate words and …
Elaboration (2) | ACLKOC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLMGC109
performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι
Elaboration (3) | ACLMGC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC137
using communication strategies such as adding interjections and common expressions to dialogues, active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information, for example, Α, ναι! Πες μου, …
Elaboration (2) | ACLMGC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU182
comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά
Elaboration (1) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLTUC006
performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepet …
Elaboration (3) | ACLTUC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC039
assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, …
Elaboration (4) | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLASFC023
assembling an information pack about their school to support newly arrived deaf students using Auslan and visuals, including a signed glossary of the most relevant signs
Elaboration | ACLASFC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC037
exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies
Elaboration (5) | ACLASFC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU049
distinguishing, with support, between directional and locational indicating verbs, and noticing that verbs differ depending on whether modification of movement happens at the start, end or start and end of a sign
Elaboration (1) | ACLASFU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU051
identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
Elaboration (2) | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU068
noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
Elaboration (6) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC073
competing in inter-class or inter-school debates, using appropriate conventions and protocols to support or oppose a proposition, for example, using space and NMFs to contrast views
Elaboration | ACLASFC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC116
translating the school song into Auslan with support, identifying words or phrases that do not easily translate and finding suitable equivalents in Auslan that match the English concept
Elaboration | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum