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Elaboration (1) ACLASFC117

creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences

Elaboration ACLASFU142

understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital …

Elaboration (2) ACLASFU180

identifying the cultural importance of elements of communication such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers, or to the positioning of communication partners

Elaboration (2) ACLASFU195

applying knowledge of the choices a signer can make in texts, for example by comparing two signers’ texts about the same topic and evaluating the different choices they have made in terms of enacting through DSs or CA

Elaboration (4) ACLASFU214

noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling

Elaboration (4) ACLCHU059

recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习

Elaboration (4) ACLCHU123

learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’

Elaboration (2) ACLFWC013

developing language for talking about language and culture, for example, using terms such as ‘difference’, ‘Country’, ‘behaviour’, two ways’, and considering questions such as ‘Why is … like this?’ and ‘Why do people….?’

Elaboration (1) ACLASFU106

exploring similarities and differences in the two main Auslan dialects, the northern dialect used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect used in Victoria, South Australia, Western Australia, Tasmania …

Elaboration ACLASFU232

exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania …

Elaboration (10) ACLKOU032

expanding metalinguistic knowledge by receptive use of: intimate copula verb ending (a noun + (이)야) expressions of intentions andlikelihood: –겠어요, –(으)ㄹ 것 같아요 conjunctors connecting clauses (–(으)니까, –(으)러) complex structures such as–어/아야 하다, –어/아도 …

Elaboration ACELA1507

knowing that complex sentences make connections between ideas, such as: to provide a reason, for example 'He jumped up because the bell rang.'; to state a purpose, for example 'She raced home to confront her brother.'; to express a condition, for example …

Elaboration ACLFRC026

identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing …

Elaboration (4) ACLFRF048

applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, …

Elaboration (2) ACLHIC098

translating short media texts such as appeals or slogans from Hindi to English or vice versa, noticing how the two languages convey meaning in similar or different ways, for example, by using imperative verb moods or emotive language: ‘Never refuse to …

Elaboration (2) ACLJAC116

identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)

Elaboration (3) ACLJAU138

recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word ごち・そう・さま

Elaboration (1) ACLJAU193

recognising that many kanji have multiple readings and that there are two types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation; and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese-style pronunciation

Elaboration (1) ACLJAU031