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Elaboration (5) ACLASFC091

introducing self and family and explaining relationships using possessive pronouns, for example: POSS1 NAME X, PRO1 12-YEARS-OLD My name is X, and I’m 12 years old. PRO3 POSS1 BROTHER He’s my brother.

Elaboration (5) | ACLASFC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLGEU167

describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

Elaboration (3) | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEC002

accepting or declining an invitation, for example, a short message, Liebe/r X, danke für deine Einladung. Ich kann am Freitag nicht mitkommen. Ich habe Basketballtraining.

Elaboration (2) | ACLGEC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEC023

comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute …

Elaboration (3) | ACLGEC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLVIU151

understanding the variability of sound–letter matches and distinguishing between similar sounds such as ch and tr, s and x (chai/trai or song/xong)

Elaboration (2) | ACLVIU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACMSP068

refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast …

literacy critical-creative

Elaboration | ACMSP068 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum

Elaboration (2) ACLGEU117

understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

Elaboration (2) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (5) ACLGEU148

understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation …

Elaboration (5) | ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLTUC019

composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir

Elaboration (2) | ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLGEC181

evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich …

Elaboration | ACLGEC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEC028

mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze …

Elaboration (1) | ACLGEC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration ACLITU074

discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio …

Elaboration | ACLITU074 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (5) ACLVIU117

developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr

Elaboration (5) | ACLVIU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLVIU168

comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v

Elaboration (3) | ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (4) ACLVIU012

differentiating between consonant blends that are pronounced similarly such as ch and tr, d and gi, s and x, for example, che chở versus cây tre; hung dữ versus giữ nhà; cá sấu versus xấu quá

Elaboration (4) | ACLVIU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACMNA122

understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number (for example 216 is divisible by 8 because the number represented by the last three digits is divisible by 8, and hence 216 …

critical-creative numeracy

Elaboration (2) | ACMNA122 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Elaboration ACLGEC104

participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei

Elaboration | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLFRU084

recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi …

Elaboration | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (24) ACLGEU013

referring to quantities of people and things, including money, using cardinal numbers up to a billion, as well as decimals, common fractions and negative numbers, for example, Deutschland hat 81,9 Millionen Einwohner.; Die Tagestemperatur liegt bei minus …

Elaboration (24) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLHIC078

identifying how imaginative texts from different eras use structure, expression and mood to build action, convey emotion and reflect cultural values, for example, by comparing the pre-Independence story बड़े भाई साहब by प्रेमचंद with a contemporary text …

Elaboration (1) | ACLHIC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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