ACLTUU013

Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences[Key concepts: sentences, grammar, patterns; Key processes: recognising, naming, applying]

Elaborations ScOT Terms

ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Quanti animali - AT

Students had completed a unit of work on animals learning the vocabulary to name them and adjectives to describe their characteristics. Students had learned that many animals in Italian have similar names in English and discussed how cognates can help …

Quanti animali - AT | Samples | Work samples | Resources

Essen in Deutschland und Australien – AT

Students learnt about and compared eating and drinking customs in Germany and Australia. They researched the relationship between language, culture and values evidenced in these customs.  They learned expressions for food and drink and associated activities, liking/disliking …

Essen in Deutschland und Australien – AT | Samples | Work samples | Resources

My house and community - AT

Students were asked to prepare an oral presentation about their house and community. This task was a summative task at the end of a unit on describing the inside and outside of their home and surroundings.

My house and community - AT | Samples | Work samples | Resources

Mascot maker - AT

Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …

Mascot maker - AT | Samples | Work samples | Resources

Elaboration (7) ACLASFU014

noticing that Auslan has more flexibility in word order than English

Elaboration (7) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFU140

noticing that Auslan has more flexibility in word order than in English

Elaboration (7) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHU124

understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

Elaboration (2) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

φρούτα και λαχανικά – AT

Students learnt about the Greek diet and healthy eating. They learnt the names of popular Greek fruit and vegetables and how to describe them, discuss likes/dislikes and ask for them at a Greek greengrocer. The students learnt about gender and gender …

φρούτα και λαχανικά – AT | Samples | Work samples | Resources

Restaurant role play and review – AT

Students learnt the vocabulary and sentence patterns related to names of food and drink, eating at a restaurant, reading a menu, ordering food and critiquing food. Students completed various formative tasks to learn and understand a range of vocabulary …

Restaurant role play and review – AT | Samples | Work samples | Resources

Elaboration (2) ACLASFU087

analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose

Elaboration (2) | ACLASFU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC110

playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example: PRO3 HAVE GLASSES? Does he have glasses?

Elaboration (2) | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC110

expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as: HANDWRITING PRO1 DON’T-LIKE RATHER TYPING I don’t like handwriting; I prefer to type it

Elaboration (5) | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHC033

participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖

Elaboration (2) | ACLCHC033 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCLE020

inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)

Elaboration (3) | ACLCLE020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLE046

inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere

Elaboration (1) | ACLCLE046 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (3) ACLCLE050

inferring the meaning of words and expressions, using knowledge of the text type and the author’s purpose and style, for example, res publica; rem gerere; se gerere

Elaboration (3) | ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Letter to French penfriend - AT

Students had learnt how to structure likes/dislikes and personal information and how to structure a simple letter. In this task, students were asked to write a letter following the text type conventions to a new French penfriend.

Letter to French penfriend - AT | Samples | Work samples | Resources

Identifying Chinese number characters - AT

Students had learnt the Chinese characters from 1-10 and the importance of stroke order. They were asked to demonstrate their knowledge by completing an activity using simple mathematics requiring them to match numbers and objects to the corresponding …

Identifying Chinese number characters - AT | Samples | Work samples | Resources

Elaboration (7) ACLASFU050

noticing that word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order

Elaboration (7) | ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum