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Elaboration (8) ACLASFU156

learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

Elaboration ACLASFC167

assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school

Elaboration (7) ACLASFC221

assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school

Elaboration (9) ACLASFC242

interpreting very simple interactions or role-plays between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager

Elaboration (3) ACLCHC053

producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese

Elaboration (3) ACLFWC006

discussing their favourite characters or events in familiar stories, songs, performances, making simple evaluative statements and comparing each other’s responses to the texts

Elaboration (1) ACLFWC009

creating simple bilingual texts, for example, school/classroom signs, school/classroom rules, timetables, charts, labels for objects used in the classroom and in the community

Elaboration (4) ACLFWC009

performing simple presentations for the school community that involve elements from both the language and other known languages, such as a contribution to an assembly or a performance for the wider community

Elaboration (3) ACLFWC155

reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps

Elaboration (3) ACLFWC156

organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials

Elaboration (2) ACLFWC090

asking and responding to questions with simple statements, for example, asking for/providing help, repetition or clarification, asking how/explaining how to say or write something

Elaboration ACLFWC096

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain target language words and related cultural ideas

Elaboration (2) ACLFWC097

creating a profile to capture their sense of self, for example, through an avatar or montage, using key words and simple expressions to comment on the significance of particular events, relationships or experiences

Elaboration ACLCLE004

listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Classical Greek to convey meaning, using restored pronunciation and appropriate phrasing and expression

Elaboration (1) ACLCLE031

listening to simple sentences in Latin to infer meaning, using aural cues such as ecce; olim; cur; ubi; euge; eheu

Elaboration (10) ACLCLU041

exploring and discussing the meaning of simple Latin mottoes used by modern institutions, such as the Olympic motto citius, altius, fortius

Elaboration (3) ACLARC103

sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary and concrete materials such as toys, for example,هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني …

Elaboration (4) ACLARC103

initiating and sustaining interactions by asking and responding to questions about likes and dislikes, الديناصور أسمه `ريكس` أبي اشتراه لي في العطلة. ريكس صديقي؛ ألعب معه في البيت, using simple language such as من تحب في العائلة؟ ماذا تحب في المدرسة؟ …

Elaboration ACLARC107

creating short texts to label and describe personal possessions and objects in the classroom using simple sentences, for example,حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد …

Elaboration (10) ACLARU115

using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example,أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص

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