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Elaboration ACLMGC125

listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events

Elaboration (1) ACLMGC023

reading stories such as Greek folktales/myths or Aesop’s fables and discussing their opinion about the values portrayed in these, for example, ‘King Midas’, ‘The hare and the tortoise’

Elaboration (3) ACLMGC024

creating a range of texts to entertain particular audiences, for example, children’s digital books, songs, cartoons and video clips suitable for younger learners of Greek

Elaboration (1) ACLSPC173

preparing a biographical account of an influential figure in own life, including such information as the person`s values and the significance and influence of the person in own life

Elaboration (2) ACLSPC189

producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup

Elaboration (2) ACLSPU014

analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose

researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying and comparing the influence of factors such as geography, climate, social and community environments

Elaboration ACLTUC069

exploring concepts related to their own and each other’s social worlds, such as equity, the environment, popular culture or gender roles, explaining their views in terms of values and expectations

Elaboration ACLTUC093

translating public signs and notices, comparing each other’s versions and considering reasons for differences in how they transferred meaning from one language to the other

Elaboration (4) ACLVIC024

creating a range of texts to entertain particular audiences, for example, songs, skits, cartoons, video clips, graphic stories and children’s books for young Vietnamese learners

Elaboration ACELT1615

noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s …

Elaboration (10) ACLASFC003

negotiating turn-taking, for example: PRO1 FIRST YOUR-TURN It’s my turn first, then your turn.

Elaboration (2) ACLASFC029

comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language

Elaboration (8) ACLASFU031

knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

Elaboration (4) ACLASFC039

reflecting on their learning experiences, checking on their own and each other’s progress and providing each other with feedback, advice or reminders

Elaboration (3) ACLASFC044

translating short texts such as children’s fairytales, simple song lyrics or a short poem from English to Auslan

Elaboration ACLASFU048

describing a sign’s form in terms of handshape, hand arrangement, orientation, movement and location

Elaboration (12) ACLASFU053

using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

Elaboration (6) ACLASFU054

exploring ways in which deaf people’s art incorporates sign language motifs and images as forms of cultural expression

Elaboration (5) ACLASFC082

considering whether a strong sense of shared identity influences the capacity for awareness and advocacy for Deaf people’s rights

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