Elaboration (3) ACADAM002
developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness …
Elaboration (3) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (8) ACLFRF049
understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos
Elaboration (8) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEC129
recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands
Elaboration | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (10) ACLGEU166
linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
Elaboration (10) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU013
noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.
Elaboration (4) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEU013
noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?
Elaboration (5) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (10) ACLGEU030
linking and sequencing events and ideas using a range of cohesive devices, including adverbs (dann, früher, danach, vorher) and common subordinating conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clau …
Elaboration (10) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (8) ACLINU098
indicating possession, placing possessive pronouns (saya, Anda/kamu/-mu, dia/nya, mereka) after the noun, and using ber- and mempunyai
Elaboration (8) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLJAC155
practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
Elaboration (3) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC026
examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
Elaboration (2) | ACLJAC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLGEU169
noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long …
Elaboration (3) | ACLGEU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLCLU058
examining language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator, princeps, census, and references in texts to public service, justice and the court system
Elaboration (3) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCHC049
participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), …
Elaboration (4) | ACLCHC049 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLGEU032
analysing linguistic choices in situations of potential conflict involving an apology and acceptance of an apology (complaining about poor service or faulty goods, or apologising for forgetting someone’s birthday), or dealing with a contentious issue …
Elaboration (4) | ACLGEU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLASFC145
recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example: LONG-TIME-AGO PRO1 FLY NEW ZEALAND A long time ago I went on a plane to New Zealand.
Elaboration (1) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC182
problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as: WHY FAIL WHY? Why isn’t it working? WHO THINK CAN FIX? Who thinks they can fix it? FINISH, NEXT WHAT? What …
Elaboration (5) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHC039
identifying how best to interpret key words when translating English texts into Chinese, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
Elaboration | ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC087
translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
Elaboration | ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (19) ACLFWC026
surveying peers and community members on various topics, for example, favourite television programs, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; presenting results in chart, graph or digital …
Elaboration (19) | ACLFWC026 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC045
canvassing differing opinions and perspectives on particular issues, for example, the challenge to traditional authority and transmission of knowledge posed by the technologies of literacy, the use of social media, the role of land councils in looking …
Elaboration (5) | ACLFWC045 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum