Elaboration (5) ACLCHC235
identifying features of communication in Chinese that are interpreted differently when applied in English communication, for example, examining how adjusting from a tonal language to English sometimes results in miscommunication of emotion or a perception …
Elaboration (5) | ACLCHC235 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC246
identifying areas of need within the local community and collaborating with others to provide support, for example, visiting aged-care facilities or helping to organise a cultural event to enhance understanding of Chinese culture within their own school …
Elaboration (5) | ACLCHC246 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC248
applying effective strategies in a debate, including the art of rebuttal and developing a team line
Elaboration (5) | ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC254
reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world
Elaboration (5) | ACLCHC254 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU259
exploring writing techniques in classical Chinese, such as the four steps in composing an essay (起承转合)
Elaboration (5) | ACLCHU259 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLFWC001
identifying trusted people in their community who can help them stay safe and healthy, and rehearsing ways of asking for help in a range of different scenarios
Elaboration (5) | ACLFWC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC002
using appropriate phrases and expressions for turn-taking in games and activities
Elaboration (5) | ACLFWC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC003
participating in and contributing to class discussions using appropriate strategies for turn-taking
Elaboration (5) | ACLFWC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC004
observing and describing different plants, for example, parts of the plant, plant size and shape of leaves and seeds, where/how they grow
Elaboration (5) | ACLFWC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC006
listening to Elders/community members telling stories from the local area, and responding by retelling parts of the story, for example, in the sand, in dot paintings, or through performance
Elaboration (5) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC009
writing bilingual/multilingual captions for a photographic display about a class event or experience, such as sports day, caring for the school environment, reading night
Elaboration (5) | ACLFWC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC010
talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people
Elaboration (5) | ACLFWC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU014
using knowledge of sound–symbol correspondences to isolate and read syllables, morphemes and familiar words
Elaboration (5) | ACLFWU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU015
learning new words for everyday contexts and for a growing number of school and community contexts
Elaboration (5) | ACLFWU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU016
recognising that writing, like speech, is rule-bound and involves following the conventions of different types of text
Elaboration (5) | ACLFWU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU017
recognising that there may be different languages spoken in the community which can be distinguished by listening carefully
Elaboration (5) | ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU019
recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
Elaboration (5) | ACLFWU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU021
noticing how gestures and body language differ between cultures, for example, in relation to the use or avoidance of eye contact
Elaboration (5) | ACLFWU021 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC023
discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe
Elaboration (5) | ACLFWC023 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC024
working together to design posters or web pages to promote a school or community event
Elaboration (5) | ACLFWC024 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum