Elaboration (1) ACLCLU029
exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
Elaboration (1) | ACLCLU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLU044
discussing how young people in ancient Rome may have viewed the lives of young people in the modern world
Elaboration (4) | ACLCLU044 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU045
considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
Elaboration (1) | ACLCLU045 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLU057
exploring the ancient origins of modern political and legal structures and concepts, such as republic, balance of power, jurisprudence and judicial precedent, census and elections
Elaboration | ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU057
investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
Elaboration (1) | ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLU059
exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
Elaboration (1) | ACLCLU059 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLASFU032
distinguishing between yes/no questions and wh- questions and noticing that each type of question has different NMFs
Elaboration (6) | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU068
analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
Elaboration (3) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU175
identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
Elaboration (4) | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLFWU080
recognising that writing, like speech, is rule-bound and involves following the conventions according to text type
Elaboration (4) | ACLFWU080 | 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 ACLCLE005
reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references
Elaboration | 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 ACLCLE035
reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar and cultural references
Elaboration | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU026
Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts …
Elaborations ScOT Terms
ACLCLU026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACHASSI079
concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
Elaboration (3) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLARU150
making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts
Elaboration (3) | ACLARU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (5) ACLARU151
explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of …
Elaboration (5) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARU167
explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of …
Elaboration (4) | ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC177
creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in …
Elaboration | ACLARC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (5) ACLINC074
identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
Elaboration (5) | ACLINC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINU080
recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
Elaboration (3) | ACLINU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum