Elaboration (2) ACLGEC011
annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped ident …
Elaboration (2) | ACLGEC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU016
recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
Elaboration (1) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU016
recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
Elaboration (3) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLHIU016
identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर
Elaboration (1) | ACLHIU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU016
finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)
Elaboration (2) | ACLHIU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (4) ACLHIC046
developing metalanguage for explaining the relationship between languages and cultures and for describing intercultural communication in different contexts, for example, discussing the need to apply distinctions such as तू जा, तुम जाओ, आप जाइए, आप जाइएगा …
Elaboration (4) | ACLHIC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU052
identifying Hindi words derived from other languages, such as चश्मा, borrowed from Persian, क्षेत्र directly from Sanskrit versus खेत from Hindi via Pali/Prakrit
Elaboration (3) | ACLHIU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (5) ACLHIU052
identifying influences from other languages in their own/their family’s use of Hindi, for example, the use of terms associated with social media, popular culture and technology स्क्रीन, माउस
Elaboration (5) | ACLHIU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU070
finding examples of changes in language use within their own families and friendship groups which have come about through globalisation and the influence of other languages, for example, माँ, अम्मा, माताजी being replaced in some families by मम्मी
Elaboration (3) | ACLHIU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU084
recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as sister, ताई, to women’s names by Marathi speakers and देवी to married …
Elaboration (3) | ACLHIU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLHIU087
finding examples of colloquial and contemporary forms of language used by young people of their age, such as using words and expressions from other languages when talking about popular culture, अरे यार, कल क्या कमाल मैच देखा
Elaboration (2) | ACLHIU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIU105
creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
Elaboration (1) | ACLHIU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLHIU107
recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages …
Elaboration | ACLHIU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (6) ACLHIU120
recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as ताई to women’s names by Marathi speakers and देवी to married women’s …
Elaboration (6) | ACLHIU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLHIU124
understanding that languages and cultures change continuously due to contact with each other and in response to new ideas, developments in technology, communication and design, considering why some types of words and expressions are most frequently borrowed, …
Elaboration (3) | ACLHIU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLINU083
understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are mon …
Elaboration (3) | ACLINU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLINU100
understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or superiority, such as a politician or movie star using some English to show sophistication, …
Elaboration (2) | ACLINU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLINU117
observing that Indonesians are typically multilingual and regularly shift between languages according to context, for example, use of Bahasa gaul among teenagers, bahasa daerah with local community, and bahasa baku in formal communication
Elaboration | ACLINU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITC012
recognising themselves as belonging to groups (for example, my friends, my Italian class, my school, my family, my community), and noticing the different languages that are spoken by friends in their class, for example, Sono australiano. Parlo inglese …
Elaboration | ACLITC012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU093
develop awareness of the ecology of languages in local settings by collecting examples of Italian used in the local landscape, such as in particular parts of the city or at markets, and discussing how phenomena might be explained, for example, by noticing …
Elaboration | ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum