Elaboration (8) ACLASFC226
identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA
Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLITC023
praising and complimenting, for example, Bravo/a! Ottimo! È bello/molto bello! Esatto!
Elaboration (4) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (5) ACLITC039
expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace tanto. Vorrei...Mi piacerebbe …
Elaboration (5) | ACLITC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLASFU160
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …
Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Italian Foundation to Year 2
By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Italian Years 5 and 6
By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLFRC001
using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!
Elaboration (3) | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (10) ACLITC001
copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
Elaboration (10) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLINU119
understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, …
Elaboration (1) | ACLINU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLASFU034
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLFRU015
understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m’excus …
Elaboration (1) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC021
negotiating turns (for example, C’est à toi? Non, c’est à moi), and praising and evaluating each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo!
Elaboration (2) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLITU052
using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
Elaboration (1) | ACLITU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC104
developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)
Elaboration (4) | ACLITC104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLFRF052
investigating influences on the French language of major community languages in France such as Arabic (for example, le toubib, le bled, kif-kif), Italian (for example, le fiasco, bravo, espresso) or Chinese, (for example, le ginseng, le tai-chi, le l …
Elaboration | ACLFRF052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum