Elaboration (4) ACLSPC184
researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding …
Elaboration (4) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC001
describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
Elaboration (1) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU014
understanding how to use cohesive devices such as conjunctions and time markers in texts to sequence, link and elaborate ideas, for example, y, o, pero, además, primero, después, de pronto
Elaboration (1) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU018
identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these features differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation …
Elaboration | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLTUU015
understanding that interactions such as greetings vary according to time of day, occasion,degree of familiarity and age of people involved, for example, günaydın, merhaba, iyi akşamlar, Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!
Elaboration (2) | ACLTUU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC018
asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? …
Elaboration (3) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUU030
using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
Elaboration (2) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU031
comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses …
Elaboration (4) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU050
identifying loan words and phrases used in particular domains, such as food, music or social media, discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of web sitesi, rap yapmak, …
Elaboration | ACLTUU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC057
discussing television series or songs, such as Türk dizileri, Türkçe pop, şarkılar ve türküler, identifying either shifts in social or cultural attitudes from those reflected in traditional texts, such as efsane, or evidence of continuing values across …
Elaboration (1) | ACLTUC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC077
identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they …
Elaboration (2) | ACLTUC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLTUU101
understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as …
Elaboration | ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC108
comparing their own life experiences with those depicted in traditional texts such as Nasreddin Hoca, Hababam Sınıfı filmleri, Aşık Veysel türküleri, identifying elements of human experience that apply across time, such as family, love, truth
Elaboration (2) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLTUC112
keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use …
Elaboration (2) | ACLTUC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC131
alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors
Elaboration (2) | ACLVIC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU136
classifying a range of texts such as stories, greeting cards, recipes, advertisements and posters according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with …
Elaboration | ACLVIU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU155
recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, …
Elaboration | ACLVIU155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIC179
comparing the values, beliefs, attitudes, emotions and language of characters in traditional and contemporary Vietnamese arts and entertainment, analysing how values have changed over time and explaining possible reasons for these changes, for example, …
Elaboration (5) | ACLVIC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (9) ACLVIU013
using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
Elaboration (9) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLMGU117
using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, …
Elaboration | ACLMGU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum