Elaboration (2) ACLINU117
examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms, for example, kasih aku coklat, dong; boleh minta coklat, Bu
Elaboration (2) | ACLINU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (6) ACLITC121
interpreting how sounds, images, body language and language choices in texts such as songs and films carry Italian values, for example what aspects of the film, in La vita è bella convey the importance of love and family in Italian culture
Elaboration (6) | ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLJAC109
introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana です。どうぞよろしく。
Elaboration (2) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU161
investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, …
Elaboration (1) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC172
recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
Elaboration | ACLJAC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC188
comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
Elaboration (1) | ACLJAC188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLKOC196
listening to,reading and viewing imaginative texts such as short stories, films, poetry, raps and songs, and: identifying emotional aspects of the texts that are specific to Korean language and culture, for example, the use of expressive language and …
Elaboration | ACLKOC196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOU206
discussing possible consequences resulting from language use related to different cultures, reflecting on how Korean ways of thinking and world views are reflected in Korean language by analysing texts such as old sayings, axioms, idioms and lyrics, for …
Elaboration (1) | ACLKOU206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOU035
examining variations in language used in face- to-face and written and digital communication, particularly noticing colloquial language and how it differs from standard forms, for example, more frequent use of contractions, acronyms, omission of case …
Elaboration (1) | ACLKOU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLMGC112
using some Greek expressions and spontaneous exclamations when interacting with peers, for example, ποπό, έλα, άντε, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα!, μπράβο! and noticing differences in the use of language, voice or body language
Elaboration | ACLMGC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU134
recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek people use body language when communicating, which varies according to relationships
Elaboration | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLMGC147
connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at …
Elaboration (3) | ACLMGC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLSPU123
understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo …
Elaboration (1) | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU144
learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? …
Elaboration (1) | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU159
finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and …
Elaboration | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC183
using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales …
Elaboration (3) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU196
examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
Elaboration | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU034
understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto …
Elaboration (4) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLTUU066
analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use …
Elaboration (3) | ACLTUU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU080
recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of …
Elaboration (5) | ACLTUU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum