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 (4) ACLASFC029
reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
Elaboration (4) | ACLASFC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC101
reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment
Elaboration (3) | ACLASFC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHU012
recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
Elaboration (2) | ACLCHU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU091
learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
Elaboration | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC099
documenting specific details of events, customs and lifestyles obtained from diverse sources (for example, video clips and face-to-face interviews), and summarising the information in order to form a balanced view to share with others
Elaboration | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC132
outlining steps in a procedure, using sequential markers such as 第一，第二，第三, for example, sequencing pictures in the correct order to demonstrate how to make dumplings
Elaboration (4) | ACLCHC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU139
applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
Elaboration (1) | ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC212
using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
Elaboration (5) | ACLCHC212 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLFWC010
talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people
Elaboration (5) | ACLFWC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU166
interpreting kinship charts to identify kin terms for wider family groupings, and comparing these with terminology used in other languages and cultures, for example, for maternal versus paternal grandparents, the presence or absence of birth order na …
Elaboration | ACLFWU166 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU079
becoming aware how word order may differ from English or other known languages, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
Elaboration (3) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU102
interpreting kinship charts to identify kin terms for wider family groupings and comparing these with their own languages and cultures, for example, maternal versus paternal grandparents, presence or absence of birth order names
Elaboration | ACLFWU102 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE005
determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
Elaboration (9) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLE031
identifying and discussing linguistic features in narratives, such as word order, use of the interrogative particle, striking word choice, for example, media in via; venitne; ululavit; iratissimus
Elaboration (4) | ACLCLE031 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (11) ACLCLE035
determining appropriate word order in English to retain meaning and emphasis, for example, agricolam in agro taurus petit
Elaboration (11) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCHC146
locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
Elaboration (1) | ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU209
exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration (2) | ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | 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