Elaboration (3) ACLARC025

paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning

Elaboration (3) | ACLARC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (17) ACLARU030

developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression

Elaboration (17) | ACLARU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLINU013

describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…

Elaboration (1) | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (9) ACLKOU013

comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’

Elaboration (9) | ACLKOU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLMGU115

recognising the order of words in phrases and sentences, for example, η μαμά μου, Δεν κάνει κρύο, Nα η θεία μου

Elaboration | ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (8) ACLMGU132

recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει

Elaboration (8) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGU149

using correct word order to ask questions and make requests, for example, Θέλεις το βιβλίο; Τον λένε Γιώργο;

Elaboration (2) | ACLMGU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (5) ACLSPU193

developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’

Elaboration (5) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLTUC089

listening for key facts in short spoken or recorded texts, such as phone messages, announcements or TV advertisements, and transposing them to note form in order to communicate to others

Elaboration (2) | ACLTUC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (8) ACLVIU118

recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

Elaboration (8) | ACLVIU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLFRU084

recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), …

Elaboration (1) | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLGEC154

discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern …

Elaboration | ACLGEC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEC018

describing own Wohnort and commenting on advantages and disadvantages of living there, such as whether there are sporting or shopping facilities nearby, for example, Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. …

Elaboration (3) | ACLGEC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLSPC110

participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes …

Elaboration (2) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC113

using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la pia …

Elaboration (1) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC129

making and responding to requests (¿Me prestas…?, Permiso…, Habla más alto, cerrad vuestros libros; pásame las tijeras, ¿dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación...en tu tableta), and asking for rephrasing or …

Elaboration (2) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU144

understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, …

Elaboration | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC165

inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español …

Elaboration (2) | ACLSPC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC168

comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends …

Elaboration (2) | ACLSPC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU177

identifying levels of formality in spoken and written texts, and considering what these reveal about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le …

Elaboration (4) | ACLSPU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum