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Elaboration (3) ACLFWC006

discussing their favourite characters or events in familiar stories, songs, performances, making simple evaluative statements and comparing each other’s responses to the texts

Elaboration ACLFWC027

collecting information about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues

Elaboration (3) ACLFWC052

analysing published bilingual texts such as children’s stories, health charts or song lyrics, and commenting on how well the translations have captured original meaning

Elaboration ACLFWU059

explaining the full range of case marking in their language(s), such as the sharing of several case functions by single markers, the use of different markers for the same function

Elaboration (7) ACLFWU065

drawing on their own experiences of using their own language(s) and English in different contexts to consider how language can be either empowering or disempowering and inclusive or exclusive

Elaboration (2) ACLFWC162

comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience

Elaboration (3) ACLFWU190

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration (4) ACLFWC116

analysing published bilingual texts, such as children’s stories, health charts, films with sub-titles, commenting on differences between how each language represents meaning

Elaboration (2) ACLFWU125

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (3) ACLCLE034

reading aloud or reciting, individually or in a class group, extracts from Latin literature, such as the initial lines of Virgil’s Aeneid or an epigram

Elaboration (6) ACLCHC194

following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？

Elaboration (1) ACELT1606

discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter, for example ‘He grasps the crag with crooked hands’ (Alfred, Lord Tennyson); ‘Wee ... tim’rous beastie’ (Robert …

Elaboration (2) ACELY1694

using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s …

Elaboration (1) ACELA1515

recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups …

Elaboration ACELA1560

investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that …

Elaboration ACHASSK012

making a calendar of commemorative events that students, their family and friends celebrate (for example, birthdays, religious festivals such as Easter, Ramadan, Buddha’s Birthday, Feast of Passover; family reunions and community commemorations such as …

Elaboration (2) ACHASSK028

examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work …

Elaboration (1) ACHASSI052

developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions …

Elaboration (1) ACHASSI058

drawing conclusions about their community’s heritage based on an evaluation of information provided by the local council (for example, the development of its multicultural profile; its significant events and how people have participated in them and contributed …

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Cross Curriculum Priorities