Elaboration (4) ACLCHC132
outlining steps in a procedure, using sequential markers such as 第一，第二，第三, for example, sequencing pictures in the correct order to demonstrate how to make dumplings
Elaboration (4) | ACLCHC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU139
applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
Elaboration (1) | ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC212
using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
Elaboration (5) | ACLCHC212 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLFWC010
talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people
Elaboration (5) | ACLFWC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU166
interpreting kinship charts to identify kin terms for wider family groupings, and comparing these with terminology used in other languages and cultures, for example, for maternal versus paternal grandparents, the presence or absence of birth order na …
Elaboration | ACLFWU166 | 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 (3) ACLFWU079
becoming aware how word order may differ from English or other known languages, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
Elaboration (3) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU102
interpreting kinship charts to identify kin terms for wider family groupings and comparing these with their own languages and cultures, for example, maternal versus paternal grandparents, presence or absence of birth order names
Elaboration | ACLFWU102 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE005
determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
Elaboration (9) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLE031
identifying and discussing linguistic features in narratives, such as word order, use of the interrogative particle, striking word choice, for example, media in via; venitne; ululavit; iratissimus
Elaboration (4) | ACLCLE031 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (11) ACLCLE035
determining appropriate word order in English to retain meaning and emphasis, for example, agricolam in agro taurus petit
Elaboration (11) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACELY1690
describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used …
Elaboration | ACELY1690 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELT1628
recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular …
Elaboration | ACELT1628 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (2) ACHASSI079
finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; …
Elaboration (2) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (5) ACAVAM129
Considering viewpoints – institutions: For example – Who sponsored this work? If you were commissioned to make an artwork for a commercial business, what would you want to know in order to produce what they want? Would you compromise your beliefs to complete …
Elaboration (5) | ACAVAM129 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACTDIP009
using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet …
Elaboration (3) | ACTDIP009 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum
Elaboration ACLARU132
using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …
Elaboration | ACLARU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (8) ACLFRU121
developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé
Elaboration (8) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (18) ACLGEU013
understanding the subject-verb-object (SVO) word order, for example, Ich spiele Basketball., and the need for subject-verb inversion to keep the verb as the second idea/element in the sentence, for example, Heute Abend spiele ich Basketball.
Elaboration (18) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLHIC076
comparing information published in different media on topical issues or well-known personalities in order to demonstrate the relationship between texts and cultural contexts, for example, by analysing language used in commentaries on क्रिकेट or reflections …
Elaboration (1) | ACLHIC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (12) ACLINU047
extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai
Elaboration (12) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum