Elaboration (2) ACLASFC164
negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as: PRO2 THINK BEST THIS FIRST, FINISH, NEXT Do you think we should do this first and when that’s done, next THAT FIRST IMPORTANT THAT …
Elaboration (2) | ACLASFC164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU176
recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second PRO2 SWIM DETERMINED SWIM, NOT WIN You swam really hard but you didn’t …
Elaboration (7) | ACLASFU176 | Content Descriptions | Years 5 and 6 | 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 ACLCHU074
exploring changes in neutral tone and identifying patterns to aid their own pronunciation and flow of expression, for example, the use of neutral tone for the second syllable when it repeats or does not contribute to the meaning of the first syllable …
Elaboration | ACLCHU074 | Content Descriptions | Years 9 and 10 | 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 (3) ACLCHC227
introducing others to diversity within Chinese language and culture (such as diversity in language use and cultural practices across greater China, differences between urban and rural life, and regional cuisines) by participating in school cultural events …
Elaboration (3) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC234
providing further explanation of concepts that are not immediately clear to second language learners of Chinese, for example, contrasting the concept of ‘culture’ in English with Chinese 文化 (which also includes the meaning of ‘literacy’) and starting …
Elaboration (3) | ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (13) ACLGEU030
understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, …
Elaboration (13) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLKOU165
expressing events occurring in sequence by using:conjunctive adverbs such as 그리고 at the beginning of the second of two sentences, for example, 밥을 먹어요. 그리고 운동해요a conjunctive suffix (clausal connective) in acoordinative structure –고, for example, 밥을 먹고 …
Elaboration (2) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLTUU049
understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such …
Elaboration | ACLTUU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLGEU166
understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, …
Elaboration (9) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLTUU100
understanding that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz; the use of professional titles or honorifics with elders and strangers, …
Elaboration | ACLTUU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (9) ACLCLU008
identifying the three declensions of nouns and adjectives, including variants:first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίαςsecond declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρονthird declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ …
Elaboration (9) | ACLCLU008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU038
understanding noun inflections and their usage in first, second and third declensions: case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico number: villa, villae gender: masculine …
Elaboration (2) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum