Elaboration ACLFRU013
understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon …
Elaboration | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLGEC008
interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names …
Elaboration (4) | ACLGEC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLHIU108
reflecting on how cultures influence ways of thinking about or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed …
Elaboration (5) | ACLHIU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLJAC136
noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of …
Elaboration (2) | ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOC198
translating texts that contain cultural elements, for example, old sayings or proverbs, considering how differently cultural values or culture-specific concepts are embedded in texts in different languages to represent same/similar ideas or practices, …
Elaboration (1) | ACLKOC198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (6) ACLTUC093
examining literal translations of everyday interactions in different domains of language use, such as school, home or special interest activities, identifying culturally significant concepts reflected in expressions such as ellerinize sağlık, afiyet olsun, …
Elaboration (6) | ACLTUC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLVIC132
comparing their interactions in Vietnamese and English, noticing different behaviours and language used, for example, using appropriate personal pronouns and adding the sound ơi after the names of family members and friends to attract the person’s attention …
Elaboration | ACLVIC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLCHC211
participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction …
Elaboration (5) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLASFC056
reporting on and evaluating completed events or activities that they had planned together, for example: FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD At the start, I wasn’t sure it would work, but after a while I thought it went well. PRO1 …
Elaboration (4) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC182
providing feedback on completed events or activities, exchanging reflections such as: FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD At the start, I wasn’t sure it would work, but after a while I thought it went well. PRO1 WRONG NEVER …
Elaboration (4) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHC250
comparing how concepts such as love, bravery and friendship are expressed in Chinese and English poetry, for example, comparing 陆游的《钗头凤》 and Elizabeth Barrett Browning’s ‘How Do I Love Thee?’; comparing poems of national unity (after war) and Banjo Paterson’s …
Elaboration | ACLCHC250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLFWU164
expressing time, manner, attitude and place according to available language resources, such as: tenses, including past, present and future/non-past temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, …
Elaboration (2) | 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 (2) ACLFWU100
expressing time, manner, attitude and place, using: tenses, including past, present and future/non-past temporal expressions, for example, relating to day–night cycle, lunar and seasonal cycles, ‘before’ and ‘after’, ‘soon’, ‘recent’, ‘long ago’ expressions …
Elaboration (2) | 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