Elaboration (1) ACLITU133
examining how their own language and culture influence their responses to others
Elaboration (1) | ACLITU133 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLJAU158
expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
Elaboration | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC170
reflecting on challenges associated with transferring meaning from one language to another
Elaboration (3) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC190
evaluating the nature and effectiveness of their own language and actions when interacting in Japanese
Elaboration (1) | ACLJAC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLKOC116
following instructions for language games such as pass the message, 코코코 놀이
Elaboration (3) | ACLKOC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACLKOC030
sharing with others the ongoing influence of Korean language learning on the shaping of their identity
Elaboration (4) | ACLKOC030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACLMGC180
sharing responsibility for modifying language and behaviours through providing feedback to other learners
Elaboration (4) | ACLMGC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLSPC011
considering if their sense of identity changes depending on the language they are using and what they are talking about
Elaboration (4) | ACLSPC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU036
talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the …
Elaboration (1) | ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLVIU117
noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
Elaboration (3) | ACLVIU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLASFU052
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU106
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration (2) | ACLASFU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU178
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU232
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration (4) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC088
explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the …
Elaboration (2) | ACLCHC088 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACELY1810
experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
Elaboration | ACELY1810 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration ACELT1638
making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
Elaboration | ACELT1638 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (2) ACLARU117
explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom
Elaboration (2) | ACLARU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARU169
reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media
Elaboration (3) | ACLARU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU187
discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions
Elaboration (2) | ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum