Elaboration ACLFWC071
using some location terms to talk about and describe the region of the target language, for example, up, down, near, far and using topographical words such as swamp, soakage, reef
Elaboration | ACLFWC071 | 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 (1) ACELA1515
recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups …
Elaboration (1) | ACELA1515 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACHASSI025
imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …
Elaboration (2) | ACHASSI025 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI027
explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …
Elaboration (3) | ACHASSI027 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK188
investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, rural to urban migration, retiree tree change and families …
Elaboration | ACHASSK188 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLINU098
Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, ber- and me- verbs, adjectives, prepositions and word order[Key concepts: grammatical system; Key process: understanding]
Elaborations ScOT Terms
ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLASFC003
asking for help, offering assistance or requesting permission in polite ways, for example: PLEASE HELP-me? Can you help me, please? CAN SHARE? Can we share these?
Elaboration (1) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLSPC132
expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; …
Elaboration (1) | ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC145
expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
Elaboration (4) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (14) ACLSPU013
understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
Elaboration (14) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU031
understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
Elaboration | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLVIU169
using direct speech, for example, Ba mẹ nói với tôi: ‘Con nên chăm học’, and indirect speech, for example, Ba mẹ bảo tôi nên chăm học, to relate ideas, opinions, actions and events
Elaboration (6) | ACLVIU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLVIU030
using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học
Elaboration (7) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLINU064
describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
Elaboration (7) | ACLINU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (4) ACLITC042
participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …
Elaboration (4) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC061
reflecting on and expressing opinions on experiences in the classroom and beyond, for example, Secondo me … Preferisco … Quest’esempio mi fa pensare a …
Elaboration (1) | ACLITC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLSPC137
reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
Elaboration (1) | ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLFWC004
identifying, naming, and labelling key places and topographical features such as creeks, springs, rocky outcrops, water sources, estuaries, reefs, desert landforms, using some location and directional terms such as up, down, near, north, south, east, …
Elaboration (8) | ACLFWC004 | 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 (9) ACLFWC155
mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, …
Elaboration (9) | ACLFWC155 | 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 (1) ACLSPU157
using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
Elaboration (1) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum