Elaboration (1) ACLFRU013
noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, …
Elaboration (1) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLCHU174
exploring the use of l as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus l versus 高手
Elaboration (3) | ACLCHU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU010
working with classmates and teachers to identify initials (b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)
Elaboration (3) | ACLCHU010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACDSEH049
comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
Elaboration (1) | ACDSEH049 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLFRC026
finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated
Elaboration (3) | ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC027
creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
Elaboration (2) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC039
negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur
Elaboration (2) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC042
creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement
Elaboration | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRF049
becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…
Elaboration (2) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC059
combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l’Australie et les régions asiatiques, or le multiculturalisme
Elaboration (4) | ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC061
performing unscripted explorations of characters, contexts and concepts (for example, l’amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion
Elaboration (1) | ACLFRC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU085
using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
Elaboration (4) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC109
using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
Elaboration | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC109
contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues
Elaboration (3) | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU124
identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations
Elaboration | ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLITC006
identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)
Elaboration (1) | ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC047
explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
Elaboration (2) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC059
arranging with a buddy Italian class to meet face to face or via virtual technology and discussing how the interaction will be organised, for example, L’appuntamento è per giovedì alle 14.00
Elaboration (1) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC081
comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
Elaboration (4) | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC120
conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …
Elaboration (2) | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum