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Elaboration (4) ACLITC006

describing aspects of their immediate world by drawing and writing captions, such as: people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belindafamily celebrations, …

Elaboration ACLITC117

participating in negotiations in conversation and correspondence, for example, discussing possibilities regarding travel to Italy or the purchase of goods such as fashion items, musical equipment, a mobile phone (Quanto costa il biglietto per … ? Vorrei …

Elaboration (5) ACLINC036

participating in sourcing goods and services, noting where these can be found and the different purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable prices (Boleh tawar?)

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages

Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …

Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACHASSI075

showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass …

Elaboration (4) ACLSPC150

responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

Elaboration ACLITU071

learning to use:nouns: gender and number, regular and irregularsuffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- …

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Languages: Italian - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …

Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Indonesian - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …

Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses a range of everyday language both orally and in writing (WS1, WS2, WS3, WS4, WS5, WS6) to exchange information about their personal, social and local world (WS4, WS6) and about broader issues …

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration ACLITU109

learning how to use:nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la …

Elaboration ACLITU128

learning how to use:articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la …

Animale stranissimo - AT

Students had completed a unit of work learning about animals and the adjectives and expressions to describe the physical attributes of animals. Students had learnt subject, verb, noun, adjective word order and agreement in Italian. Students were asked …

Animale stranissimo - AT | Samples | Work samples | Resources

Hubungan - AT

Students were asked to write a response in Indonesian to a stimulus image. Students were asked to describe the picture using vocabulary and phrases learnt during a unit on relationships. The task was to be completed within the class period allocation …

Hubungan - AT | Samples | Work samples | Resources

La mia infanzia - AT

Students had been learning to discuss their childhood memories using the correct past tenses in Italian. Students had learnt the present perfect and imperfect tenses in Italian and the focus of this task was to demonstrate appropriate use of these tenses …

La mia infanzia - AT | Samples | Work samples | Resources

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