Elaboration (5) ACLASFC110

expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as: HANDWRITING PRO1 DON’T-LIKE RATHER TYPING I don’t like handwriting; I prefer to type it

Elaboration (5) | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHC033

participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖

Elaboration (2) | ACLCHC033 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCLE020

inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)

Elaboration (3) | ACLCLE020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLE046

inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere

Elaboration (1) | ACLCLE046 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (3) ACLCLE050

inferring the meaning of words and expressions, using knowledge of the text type and the author’s purpose and style, for example, res publica; rem gerere; se gerere

Elaboration (3) | ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACELY1690

describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used …

Elaboration | ACELY1690 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration ACELY1691

reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including …

Elaboration | ACELY1691 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (2) ACTDIP021

imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find …

Elaboration (2) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration ACLGEC158

presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such …

Elaboration | ACLGEC158 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLKOU015

identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …

Elaboration (1) | ACLKOU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLASFC218

working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example: PRO2 TYPE PRO1 WRITE You type and I’ll write. GOOD TYPING-hard WORK-hard Great typing up; …

Elaboration (3) | ACLASFC218 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLCLU058

exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts

Elaboration (8) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACLINC028

sharing personal details with others and making choices about what aspects of identity to include, for example, Saya berasal dari… Saya berumur…, tahun, Saya anggota klub…, Saya anak ke…di keluarga saya

Elaboration | ACLINC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (5) ACLINC053

participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …

Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLITC039

asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sì, e sono di origine greca. Quanti siete in famiglia? …

Elaboration (1) | ACLITC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC041

participating in role-plays that involve transactions and opinions (for example, È bellissimo. È di moda), asking the price (for example, Quanto viene? C’è lo sconto?) and requesting opinions, for example, Che cosa ne pensi? Secondo me, è … Trovo … un …

Elaboration (3) | ACLITC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC058

exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those …

Elaboration (1) | ACLITC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC077

interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. …

Elaboration (1) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC078

planning and making decisions with others (for example, about an event or visit), expressing preferences and asking questions to clarify intentions, for example, Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa entro …

Elaboration (1) | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC080

interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo …

Elaboration | ACLITC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum