Elaboration ACLITC059
sharing suggestions with peers to organise class events such as an excursion to the market, a party, hosting a guest or giving a community performance, for example, Chi prenota il treno? Si parte alle …Si inizia con la visita di …Si invita il preside? …
Elaboration | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLITC059
negotiating options, for example, Vuoi fare un giro in bicicletta? Posso/non posso. Oggi no, domani sì. Forse sì/no. Vengo più tardi. Come possiamo contribuire al progetto di solidarietà con...?
Elaboration (4) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC061
asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
Elaboration | ACLITC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC063
creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della …
Elaboration | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC063
designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
Elaboration (1) | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC077
sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (6) ACLITC077
debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
Elaboration (6) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC087
exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
Elaboration | ACLITC087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU095
explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?
Elaboration (2) | ACLITU095 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC106
participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? …
Elaboration (2) | ACLITC106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLVIU033
examining how how new words and concepts have entered the Vietnamese language as a result of processes such as migration and international travel, for example, bảo lãnh, hộ chiếu, thị thực nhập cảnh, di dân, định cư, hội nhập, quốc tịch, thường trú nhân …
Elaboration (3) | ACLVIU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLHIC096
comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language …
Elaboration (4) | ACLHIC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLVIU138
exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
Elaboration | ACLVIU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLVIU189
exploring how globalisation has resulted in the introduction of English words and expressions into Vietnamese, for example, the use of English terms for technology, such as CD, DVD, USB, video, TV, remote control, computer, laptop, internet and website, …
Elaboration (1) | ACLVIU189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | 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 (1) ACLASFC208
reflecting on a range of filmed texts to identify examples of inclusive or exclusionary language that might impact on a person’s sense of identity, for example, the representation of deaf teenagers in the TV program Switched at Birth or the documentaries …
Elaboration (1) | ACLASFC208 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC244
viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers …
Elaboration (2) | ACLASFC244 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCHC213
accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, …
Elaboration (3) | ACLCHC213 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | 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