Kenalkan - AT

Students were asked to write an extended introduction about self which included aspects of life, family, information about a holiday and a reported conversation with peers.

Kenalkan - AT | Samples | Work samples | Resources

Response to film Serdadu Kumbang - AT

Students watched the film Serdadu Kumbang and then completed the formative task which consisted of two parts. A written response in Indonesian and response in English on cultural elements in the film. Part A: Written response in Indonesian. Students …

Response to film Serdadu Kumbang - AT | Samples | Work samples | Resources

Di che nazionalità sei? - AT

Students had completed a unit of work where they learnt to describe themselves and others using and agreeing adjectives. They learned to use the present tense to express nationalities and languages spoken, likes and dislikes and give general information …

Di che nazionalità sei? - AT | Samples | Work samples | Resources

Design project: To market - ABOVE

Students designed a sustainable enterprise including the environment to grow a vegetable. They investigated plant varieties, requirements for growth and the control of weeds. Students investigated opportunities for selling produce including value-added …

Design project: To market - ABOVE | Samples | Work samples | Resources

Design project: To market - AT

Students designed a sustainable enterprise including the environment to grow a vegetable. They investigated plant varieties, requirements for growth and the control of weeds. Students investigated opportunities for selling produce including value-added …

Design project: To market - AT | Samples | Work samples | Resources

Elaboration (7) ACLASFC019

using persuasive language in social interactions with each other, for example: PLEASE POPCORN GIVE-me++ BEG? Please can I have some of your popcorn?

Elaboration (7) | ACLASFC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLSPU157

using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil

Elaboration (1) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACELA1494

investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

Elaboration | ACELA1494 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (3) ACLFRC101

sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?

Elaboration (3) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (9) ACLINU098

describing simple actions using base word (for example, tahu, suka naik, tidur), and ber- and me- verbs

Elaboration (9) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (6) ACLITC030

considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?

Elaboration (6) | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC097

exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?

Elaboration | ACLITC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLSPC147

stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…

Elaboration (1) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC181

maintaining and extending conversations by following up on others’ contributions, elaborating on own comments and extending the topic, for example, Creo que tú tienes razón pero… Me gustaría agregar que…

Elaboration (3) | ACLSPC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU193

using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios

Elaboration (1) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (12) ACLSPU013

understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde

Elaboration (12) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (9) ACLVIU169

recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, and using them in own spoken and written texts

Elaboration (9) | ACLVIU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLSPC109

introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase …

Elaboration (1) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLSPU157

building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita …

Elaboration (5) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC190

recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en …

Elaboration (4) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum