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 (4) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
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 | ACLTUU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
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, …
Elaboration (4) | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLVIC143
locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)
Elaboration (4) | ACLVIC143 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIC005
producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long
Elaboration (5) | ACLVIC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLASFU084
applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example, PRO1 WAIT-for-a-long-time PRO2, observing that English can do the same with changes to the length …
Elaboration (3) | ACLASFU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU210
applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example PRO1 WAIT-for-a-long-time PRO2, observing that English can do the same with changes to the length …
Elaboration (4) | ACLASFU210 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCLU037
matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
Elaboration (2) | ACLCLU037 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLGEU033
noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long …
Elaboration (1) | ACLGEU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLJAU156
knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
Elaboration | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLVIC130
noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan …
Elaboration (2) | ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLARU012
recognising the different ways of sounding the long vowel (ا), for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the ء, for example, شيء؛ قراءة؛ مسؤول recognising variations in forms of spoken Arabic associated with particular regions, such as the …
Elaboration (7) | ACLARU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLGEU169
noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long …
Elaboration (3) | ACLGEU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLVIC004
researching aspects of Vietnamese culture, history and natural environment, for example, religious beliefs and cultural practices such as đạo Phật, đạo Thiên Chúa, đi chùa, đi nhà thờ, cúng ông bà, cúng giao thừa, tourist attractions such as vịnh Hạ Long, …
Elaboration (5) | ACLVIC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLASFU032
exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, …
Elaboration | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU158
exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (BELONG, …
Elaboration | ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLGEU012
noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds …
Elaboration | ACLGEU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLFWU164
expressing time, manner, attitude and place according to available language resources, such as: tenses, including past, present and future/non-past temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, …
Elaboration (2) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU100
expressing time, manner, attitude and place, using: tenses, including past, present and future/non-past temporal expressions, for example, relating to day–night cycle, lunar and seasonal cycles, ‘before’ and ‘after’, ‘soon’, ‘recent’, ‘long ago’ expressions …
Elaboration (2) | ACLFWU100 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum