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Elaboration (1) ACLSPC007

reinterpreting and performing stories and songs that feature repetitive language and familiar contexts or characters, for example, by changing the sequence or creating alternative endings

Elaboration ACLSPC011

identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender

Elaboration (3) ACLSPC020

planning real or virtual activities such as Spanish-language forums, for example by composing and rehearsing possible contributions or questions

Elaboration (1) ACLSPC029

examining how identity is expressed through language, with reference to languages spoken by themselves, their peers, family or community members

Elaboration (2) ACLSPU030

adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention

Elaboration (1) ACLSPU032

examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude

Elaboration (3) ACLSPU036

developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

Elaboration (2) ACLTUC007

composing original short stories by matching and sequencing a series of pictures with captions or by creating a story board with labels using modelled language

Elaboration (5) ACLTUC024

creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language

Elaboration (1) ACLTUC027

noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language

Elaboration (3) ACLTUC036

creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains

Elaboration (3) ACLTUC041

adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language

Elaboration (4) ACLTUU049

knowing that meaning is shaped not only by words but also by expression, gestures and use of voice, and that these elements also vary in formal and informal language

Elaboration (1) ACLTUU051

noticing ways in which the Turkish language reflects values and traditions of Turkish communities, such as Nazar değmesin

Elaboration (2) ACLTUC075

composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language and noticing the basis for this selection

Elaboration (1) ACLTUC079

discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language

Elaboration (3) ACLTUU082

composing a spoken and a written version of a particular communication, such as an invitation, apology or personal message, explaining differences in language selection, structure and expression

Elaboration (3) ACLTUC087

creating presentations, performances or interactive experiences to encourage others to either learn Turkish or to use their existing language in different domains

Elaboration (4) ACLTUC094

creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other

Elaboration (4) ACLTUU101

recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri

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