Elaboration (1) ACLASFC129
following instructions for class routines, such as: DS:line-up PLEASE Line up, please. LOOK-AT-me PRO1 Eyes to the front. PLEASE WITH-2++ Please find a partner.
Elaboration (1) | ACLASFC129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC147
responding to classroom instructions such as PLEASE WITH-2++ DS:sit-opposite Please find a partner and sit opposite each other. DS:line-up PLEASE Line up, please. LOOK-AT-me Look to the front.
Elaboration | ACLASFC147 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU175
noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
Elaboration (1) | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU229
noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example: PRO1 ASK PRO3 versus PRO1 ASK-her PRO3 ASK-me CA:I-was-shocked
Elaboration (4) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU247
noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
Elaboration (2) | ACLASFU247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCLU040
using metalanguage to explain the effect of particular language features on intended audiences, for example, exclamations, interjections, such as o me miserum; euge; eheu
Elaboration (3) | ACLCLU040 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (5) ACAMAM068
Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media …
Elaboration (5) | ACAMAM068 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
Elaboration (4) ACAMAR072
Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media …
Elaboration (4) | ACAMAR072 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
Elaboration (6) ACLFRC092
making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte …
Elaboration (6) | ACLFRC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLINU066
recognising variations between formal and informal language, such as dropping the prefixes ber- and me-, for example, belanja, selancar, nonton, beli
Elaboration | ACLINU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (6) ACLINU115
indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
Elaboration (6) | ACLINU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLITC031
considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my …
Elaboration (3) | ACLITC031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC049
comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto
Elaboration | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC099
posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
Elaboration | ACLITC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC106
participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? …
Elaboration (2) | ACLITC106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLSPC127
exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien
Elaboration (4) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC128
working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta …
Elaboration (1) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC150
responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro
Elaboration (4) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC163
developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron
Elaboration (3) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC170
translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring …
Elaboration (2) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum