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Elaboration (1) ACLARU012

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block

Elaboration (2) ACLGEC144

recognising long compound words, collecting and analysing interesting examples (das Schlagzeug, babyleicht, abenteuerlustig), and discussing how best to translate them into English

listening to, reading and viewing different simple texts in Greek, understanding that texts can be short or long; and spoken, written, digital, visual or multimodal; for example, songs, chants, labels, captions, stories and dialogues

Elaboration (7) ACLASFC001

describing family members, friends or teachers in terms of physical appearance and characteristics, for example: PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES? You know the principal? She’s short, has long hair and wears glasses. POSS1 BROTHER OLD++ TALL …

Elaboration (2) ACLASFC037

discussing school experiences or events, for example: THEATRE GOOD, LONG-really I liked the theatre performance but it was soo long. SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT? What did you think about the swimming carnival?

Elaboration (3) ACLASFC019

telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time

Elaboration (11) ACLASFC060

engaging with animations made by or about deaf people and critiquing the effectiveness of conveying all parameters of signing, for example, The Long Knife, or Gallaudet: The Film by Braam Jordaan

Elaboration (8) ACLASFU108

considering how some spaces make deaf people feel comfortable, for example, open-plan spaces with long sight lines allowing easy visual access

Elaboration (7) ACLFWU016

understanding that texts can take many forms; that they can be very short, for example, a sign, or quite long, for example, a story, song or multimodal presentation

Elaboration ACHASSK029

predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …

Elaboration ACLARU131

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels or the three vowel letters ا؛و؛ي, such as تا؛ تي؛ تو and consonant letters in a syllable block

Elaboration (5) ACLJAU157

understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク

Elaboration (4) ACLJAU013

understanding the use of basic Japanese punctuation marks such as a まる (。) 、てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー

Elaboration ACLTUU046

recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr

Elaboration (4) ACLTUU097

learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, …

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