Elaboration (2) ACLTUC078
comparing ‘repair and recovery strategies’ that can be used to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, asking for repetition or clarification, rephrasing, considering …
Elaboration (2) | ACLTUC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC106
researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying the influence of factors such as geography, belief systems, climate, social and community environments on lifestyles and practices
Elaboration (4) | ACLTUC106 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUC107
creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language
Elaboration (3) | ACLTUC107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLVIC108
responding to the teacher’s instructions and questions in class activities, using modelled language such as Em có hiểu không? Dạ, em hiểu
Elaboration (3) | ACLVIC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC142
checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
Elaboration (2) | ACLVIC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC143
investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
Elaboration (2) | ACLVIC143 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIC182
translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
Elaboration (4) | ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU031
recognising linguistic choices made according to the text’s intended audience and degree of formality, for example, changing personal pronouns or tone to indicate changes in relationship between participants or degree of (in)formality
Elaboration (3) | ACLVIU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLASFC001
describing family members, friends or teachers in terms of physical appearance and characteristics, for example: PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES? You know the principal? She’s short, has long hair and wears glasses. POSS1 BROTHER OLD++ TALL …
Elaboration (7) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC137
responding to teacher prompts in Auslan or English to capture their impressions when viewing images, video clips or stories in Auslan, for example: PRO2 LOOK VIDEO. LOOK WHAT? You saw the video. What did you notice? HAVE SAME? HAVE DIFFERENT? WHAT? What’s …
Elaboration | ACLASFC137 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC164
negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as: PRO2 THINK BEST THIS FIRST, FINISH, NEXT Do you think we should do this first and when that’s done, next THAT FIRST IMPORTANT THAT …
Elaboration (2) | ACLASFC164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHU160
exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …
Elaboration (2) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU263
identifying choices in words and phrasing that influence a reader’s response to texts, such as language to persuade readers to endorse the writer’s views, for example, 难道不是每一个有良知的人都会认同的吗？
Elaboration | ACLCHU263 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU263
examining ways in which authors use characterisation to incite sympathy or antagonism towards characters in literary texts, for example, directly describing a character’s personality compared to indirectly portraying the character’s personality through …
Elaboration (1) | ACLCHU263 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLFWU193
analysing concepts related to cultural values in Aboriginal and Torres Strait Islander languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships …
Elaboration (2) | ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLU027
discussing influences of Classical Greek literature on modern novels, poetry, drama and film, such as World War I poetry, David Malouf’s Ransom, Anouilh’s Antigone, A Dream of Passion (Medea)
Elaboration (3) | ACLCLU027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLE032
reading accounts of historical events, such as Pliny’s eyewitness account of the eruption of Vesuvius, and presenting information in new ways, for example, creating and recording own news report or documentary, making comparisons between Pliny’s account …
Elaboration (8) | ACLCLE032 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (1) ACLCLE049
reciting or presenting extracts from Latin texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, part of one of Cicero’s speeches or excerpts from Virgil’s Aeneid
Elaboration (1) | ACLCLE049 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLU057
discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
Elaboration (2) | ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLASFU012
understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
Elaboration (2) | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum