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Elaboration ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration ACHASSK068

examining how weather contributes to a climate type

Elaboration ACLINC022

gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…

corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (4) ACLTUU099

recognising conventions relating to structure and composition in Turkish poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by Orhan Veli Kanık, Yunus Emre

Elaboration (2) ACLGEU014

transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type

Elaboration (5) ACLASFU067

categorising the type of depicting sign being used by a signer

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration ACELA1820

listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’

Elaboration ACELA1493

creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

Elaboration (1) ACELA1523

knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …

Elaboration (10) ACLSPU157

comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’

Elaboration (3) ACELY1671

using vocabulary, including technical vocabulary, appropriate to text type and purpose

Elaboration (1) ACSIS037

thinking about ‘What will happen if...?’ type questions about everyday objects and events

Elaboration (3) ACLGEU150

transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS

Elaboration ACLINC018

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

Elaboration (3) ACLINC053

responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek

Elaboration ACLINU063

using raised penultimate syllable in multisyllabic words such as mendengarkan, melakukan, pekerjaan, perumahan, dibandingkan, kemauan, kesamaan

Elaboration (2) ACLCHU012

recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？

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Cross Curriculum Priorities