Elaboration (4) ACLSPU157

using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?

Elaboration (4) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU175

using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red

Elaboration (4) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLTUU030

using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests

Elaboration (5) | ACLTUU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (17) ACLVIU013

understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?

Elaboration (17) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (7) ACLASFC238

forming and signing questions to request information from a deaf organisation or person, in order to produce a digital information text such as a brochure or web page

Elaboration (7) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU027

exploring the process of character construction, including counting the number of strokes, describing the shape of strokes, differentiating between similar strokes, and following general rules of stroke order

Elaboration (1) | ACLCHU027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC120

sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time

Elaboration | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU207

exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing

Elaboration | ACLCHU207 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLFWU037

making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tense in verbs, use of affixes versus prepositions

Elaboration (6) | ACLFWU037 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWU142

becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ‘child happy’ vs ‘happy child’

Elaboration (2) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU164

making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions

Elaboration (4) | ACLFWU164 | 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 (5) ACLFWU100

making comparisons and identifying patterns in and between languages, for example, in relation to free and fixed word order, tenses in verbs, the use of affixes versus prepositions

Elaboration (5) | ACLFWU100 | 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 (20) ACLCLU053

recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

Elaboration (20) | ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (13) ACLGEU030

understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, …

Elaboration (13) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | 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