Search

Elaboration ACLINC059

translating texts, identifying culture-specific vocabulary (for example, peci, kebaya) and expressions (for example, makan angin, pulang kampung), discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing …

Elaboration (2) ACLINU067

investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rup …

Elaboration ACLINU114

recognising sounds such as the glottal stop k and unexploded t at end of words, and sound combinations such as kh and sy, in words such as khatulistiwa, masyarakat

Elaboration (3) ACLJAU179

identifying words that have similar meanings and pronunciation across different languages, reflecting on the origins and associated cultures of such words, and how they came to be part of Japanese and other languages, for example, パスタ、エネルギー

Elaboration (1) ACLKOC160

identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀 (‘rice as raw grains’), 밥 (‘cooked rice/meals …

Elaboration (1) ACLKOC179

translating texts, identifying culture-specific vocabulary (for example, 세배하다, 성묘하다, 추석) and expressions (for example, 새해 복 많이 받으세요, 그림의 떡), discussing the translation process (such as possible reasons for equivalence/non-equivalence), choosing ‘best …

Elaboration (3) ACLKOU185

identifying commonly used culture-specific words and expressions in Korean and understanding the cultural backgrounds of such words/expressions, for example, names of festival days (명절) and their associated vocabulary or expressions, for example: 설날, …

Elaboration (2) ACLKOC008

using bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words, different words in the same sound/form (that is, homophones), the need to consider context and to understand that meaning goes beyond …

Elaboration (5) ACLMGU114

focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English

Elaboration (2) ACLMGU148

applying and using accent marks on all words which have more than one syllable and on a few monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, for example, μάτια, ματιά, γέρος, γ …

Elaboration (1) ACLSPU178

identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, …

Elaboration (1) ACLSPU034

identifying the movement of language elements across and between times and contexts, such as words from indigenous languages adopted into Spanish and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, …

Elaboration ACLTUC008

translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, …

Elaboration (1) ACLTUU016

recognising that Turkish uses loan words from English, such as internet, TV, ceket, film and futbol, and that English uses words from Turkish, such as yoghurt, coffee, horde, kiosk, turquoise

Elaboration ACLTUU114

recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı

Elaboration (1) ACLVIU134

exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)

Elaboration (2) ACLVIU134

recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới

Elaboration (6) ACLVIU151

comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled, such as tai and tay, mai and may, ngài and ngày

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 ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities