Elaboration (5) ACLINU081

recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko

Elaboration (5) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLITC026

sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images

Elaboration (2) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC078

contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe …

Elaboration | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC079

participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto

Elaboration | ACLITC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC101

describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile

Elaboration | ACLITC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLINC003

giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris

Elaboration (1) | ACLINC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLINC037

giving advice and reminders to peers, for example, Pakailah sepatumu, Kamu harus menulis di bukumu, Jangan bercakap-cakap

Elaboration (3) | ACLINC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLINC054

giving help and responding to instructions, for example, Giliran kamu, Klik di bawah, Bu

Elaboration (2) | ACLINC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLITC030

noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of …

Elaboration (3) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC045

noticing and describing commonalities and differences in experiences and ideas of particular characters and aspects of their own daily life, such as in the Bambini di tutti i colori story, for example, In Italia, il pranzo è più … Mi piace di più lo stile …

Elaboration (3) | ACLITC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (5) ACLITC077

sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi …

Elaboration (5) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLFWU170

recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work

Elaboration (1) | ACLFWU170 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU172

identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material

Elaboration | ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLFWU194

understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material

Elaboration (1) | ACLFWU194 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACELY1702

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

Elaboration (2) | ACELY1702 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (6) ACSSU080

recognising Aboriginal and Torres Strait Islander Peoples’ understanding of refraction as experienced in spear fishing and in shimmering body paint, and of absorption and reflection as evidenced by material selected for construction of housing (OI.3, …

Elaboration (6) | ACSSU080 | Content Descriptions | Year 5 | Science | F-10 curriculum

Elaboration (4) ACSHE192

researching how technological advances in dating methods of Aboriginal Peoples’ material culture are contributing to our understanding of the changing climatic conditions and human interaction with the Australian megafauna (OI.5, OI.9)

Elaboration (4) | ACSHE192 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACHASSK044

investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these …

Elaboration (2) | ACHASSK044 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK180

examining the extent of Indian contact with other societies (for example, the Persians under Cyrus or the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of …

Elaboration (1) | ACHASSK180 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH046

examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and …

Elaboration | ACDSEH046 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum