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Elaboration (4) ACLASFU102

noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)

Elaboration (4) ACLASFU228

noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)

Elaboration (1) ACLFWC069

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language

Elaboration (2) ACADAM006

demonstrating safe dance practices, for example, warming up their bodies before executing more complex movement patterns in dance sequences and cooling/calming down afterwards; removing socks if the floor surface is slippery (and clean)

Elaboration (3) ACLKOC191

participating in exchanges, using communication strategies such as showing empathy, down-toning or indirectly expressing disagreement, for example, 그렇지요?; 좋았겠어요; 아마;글쎄요; 그런가요?; 아닌 것 같은데요

Elaboration (7) ACLKOU204

using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause filler, for example, 그렇지요?; 좋았겠어요;아마; 글쎄요; 그런가요?; 아닌 것 같은데요

Elaboration (3) ACLINU068

examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …

Elaboration (2) ACLINC087

giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja

Elaboration ACLASFU124

recognising that there is a greater degree of flexibility and variability in ‘oral’ languages such as Auslan that only exist in face-to-face form, compared to spoken languages that are written down and that are passed on from parents to children

Elaboration (1) ACLFWU022

recognising that Aboriginal and Torres Strait Islander languages have been maintained and passed down through generations by means of storytelling, performances, songs and viewing Country/Place as text

Elaboration ACLFWC134

using some location terms to talk about the Country/Place for example, up, down, near, far and using topographical words such as swamp, soakage, reef

Elaboration ACLFWC071

using some location terms to talk about and describe the region of the target language, for example, up, down, near, far and using topographical words such as swamp, soakage, reef

Elaboration (1) ACLFWU087

recognising that Aboriginal and Torres Strait Islander languages have been maintained and passed down through generations by means of storytelling, performance, songs and viewing Country/Place as text

Elaboration (1) ACLCLU024

using a dictionary to investigate how vocabulary choices in Classical Greek and English can express shades of meaning, ὑπεροράω (‘look down on’, ‘overlook’, ‘despise’)

Elaboration ACELA1483

noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking …

Elaboration (3) ACHASSI027

explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …

Elaboration (2) ACHASSK029

identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance …

Elaboration (2) ACHASSI081

reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising …

Verbal response: Staying safe - ABOVE

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were …

Verbal response: Staying safe - ABOVE | Samples | Work samples | Resources

Verbal response: Staying safe - AT

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were asked …

Verbal response: Staying safe - AT | Samples | Work samples | Resources

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