Search

Elaboration (2) ACLINU099

comparing Indonesian and English grammar, identifying similarities, for example, subject-verb-object sentence construction and differences, for example, word order of nouns and adjectives, absence of the verb ‘to be’ with adjectives and verbs

Elaboration (1) ACLITU013

pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English

Elaboration (1) ACLITU014

noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport

Elaboration (2) ACLITU034

noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

Elaboration (2) ACLITC047

explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari

Elaboration ACLITU075

discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma

Elaboration ACLITC088

sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how …

Elaboration (3) ACLITU108

noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities

Elaboration (4) ACLJAC116

identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

Elaboration (1) ACLJAU125

recognising that Japanese uses many loan words from English and other languages, such as ペン、テレビ、ピンク, and that these are pronounced differently by Japanese speakers

Elaboration (2) ACLJAU126

noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (4) ACLJAU138

demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

Elaboration ACLJAU177

recognising key features and structures of familiar texts in Japanese, such as lost child announcements, spoken commercials or print advertisements, for example, by identifying formulaic expressions, and comparing with expressions in similar texts in …

Elaboration ACLJAU179

recognising words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, パン、ズボン、and noting how these words are pronounced by Japanese speakers

Elaboration (2) ACLJAC009

interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures

Elaboration (4) ACLJAC027

creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities