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Elaboration (1) ACPPS098

investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility

Elaboration (1) ACPMP099

transferring skills learnt in one movement situation to a different situation

Elaboration (1) ACPMP101

developing and implementing appropriate movement concepts and strategies for selected movement scenarios

Elaboration (1) ACPMP102

investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness

Elaboration (1) ACPMP103

demonstrating and describing how the body can absorb force

Elaboration (1) ACPMP104

researching the trends in participation in organised junior sports and predicting future trends and directions

Elaboration (1) ACPMP105

using self-talk and encouragement to motivate themselves and team members to continue to participate and improve performance

Elaboration (1) ACPMP106

speculating on possible outcomes of innovative solutions to movement challenges based on past experiences

discussing the role in promoting fairness and ethical behaviour in sport of organisations such as the Australian Sports Anti-Doping Authority, sporting tribunals, Australian Human Rights Commission and the Court of Arbitration for Sport

Elaboration (1) ACLARC103

introducing self, family and friends using formulaic expressions such asإسمي عادل؛ إسمي رانيا؛ أنا مريمهذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي؛ اسم أخي رامي؛ هذا جدي؛ هذه أختي لينا؛ عمري ست سنوات؛ عمر أخي سنة؛ عمر أختي ثلاث سنوات

Elaboration (1) ACLARC104

engaging in simple transactions in role-plays, such as making requests using من فضلك؛ أقدر أن, and expressing thanks, for example شكراً؛ شكراً جزيلاً

Elaboration (1) ACLARC105

participating in everyday class routines with appropriate actions, such asإفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك

Elaboration (1) ACLARC106

identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions

Elaboration (1) ACLARC107

reporting information gathered from peers about their families, using modelled language such asوليد لا يحب الحساب ولا القراءة؛ فادية عندها أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

Elaboration (1) ACLARC108

listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as اليرقة الجاعة جداًّ , and re-creating them through mime, dance and drawing

Elaboration (1) ACLARC109

performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning

Elaboration (1) ACLARC110

translating and interpreting particular words and expressions and simple texts such as songs for friends and family

Elaboration (1) ACLARC111

making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

Elaboration (1) ACLARC112

discussing one another’s ways of communicating and their appropriateness in Arabic-speaking contexts, such as different ways of showing politeness, for example, when making requests من فضلك or thanking someone شكراً؛ شكراً جزيلاً

Elaboration (1) ACLARC113

identifying themselves as belonging to a particular cultural and/or language group, for example,أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا

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