Elaboration (7) ACLASFU232
considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of …
Elaboration (7) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC242
recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or depicting signs to describe an event such as …
Elaboration (4) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC039
differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
Elaboration (2) | ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC102
taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴！ 太棒了！ 哎哟，吓死我了！
Elaboration (4) | ACLCHC102 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC105
reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and s …
Elaboration (6) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC131
collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)
Elaboration (2) | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC135
differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
Elaboration | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU139
identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的
Elaboration (5) | ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU159
analysing the impact of languages on one another such as 他写着作业 （他在写作业。） and 白了 which sounds like ‘bye’
Elaboration (1) | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU160
exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …
Elaboration (2) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU244
knowing that communicative practices might be perceived differently in different cultures, for example, in accepting a compliment in Chinese, saying 谢谢 might make one look 自大
Elaboration (2) | ACLCHU244 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC254
reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world
Elaboration (5) | ACLCHC254 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCLE049
reciting or presenting extracts from Latin texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, part of one of Cicero’s speeches or excerpts from Virgil’s Aeneid
Elaboration (1) | ACLCLE049 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (6) ACLJAC019
using appropriate levels of formality for everyday exchanges such as greetings, introductions and apologies, for example, こんにちは。おそくなってすみません。ごめんね！、 and for thanking, inviting or congratulating one another, for example, メールをどうもありがとう。 いっしょにカラオケをしませんか。
Elaboration (6) | ACLJAC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLVIC181
analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge …
Elaboration (2) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLJAC145
exchanging information with one another or with other Japanese-speaking students about school or home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカー を します か。いつ します か。土(ど)よう日(び) に サッカー を します。サッカー が …
Elaboration (4) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (15) ACLASFC001
asking and answering questions related to time, place, number, days of the week, months and seasons, for example: WHY SHOULD LOOK-left LOOK-right BEFORE ROAD CROSS Why do we need to look left and right before crossing the road? ONE WEEK DS:length HOW-MANY …
Elaboration (15) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC182
giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as: HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing There’s …
Elaboration (6) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC236
contributing to the solving of hypothetical scenarios using conditionals, for example designing questions for a job interview such as: PRETEND SOMEONE DS:one-person-approach-other BLAST, PRO2 D-O WHAT? Pretend someone approaches you and tells you off; …
Elaboration (4) | ACLASFC236 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCHC167
comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
Elaboration (3) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum