Elaboration ACLITC123
comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as 'I must/have to run/go' or 'I got to run/go
Elaboration | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLJAC152
collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
Elaboration (1) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC170
identifying Japanese words and expressions that involve cultural meanings which are difficult to translate into English, such as もしもし、よろしくおねがいします
Elaboration (1) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU195
identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
Elaboration | ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU015
recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing …
Elaboration | ACLJAU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU017
recognising the use of words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, サッカー、 ゴルフ、 パン、 and noting how these are pronounced by Japanese speakers
Elaboration (1) | ACLJAU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOC143
reflecting on each others’ ways of communicating and their appropriateness in Korean or non-Korean contexts, for example, using 언니/누나 and 오빠/형 for older siblings in Korean versus using their first names in English as terms of address
Elaboration (1) | ACLKOC143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC160
identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀 (‘rice as raw grains’), 밥 (‘cooked rice/meals …
Elaboration (1) | ACLKOC160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC161
creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
Elaboration | ACLKOC161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (8) ACLKOU165
recognising how word orders are different and syntactic functions are realised differently in simple sentences in Korean and English, for example, ‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’
Elaboration (8) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOU169
matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)
Elaboration (3) | ACLKOU169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC177
reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or …
Elaboration (2) | ACLKOC177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | 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 (5) ACLMGU114
focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
Elaboration (5) | ACLMGU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC127
translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign
Elaboration (2) | ACLMGC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU134
examining culturally appropriate phrases for different times of the day and for different purposes, for example, καλή εβδομάδα, καλό μήνα, καλό καλοκαίρι, καλό απόγευμα, καλό μεσημέρι, χρόνια πολλά, καλές γιορτές, καλή όρεξη, and considering phrases used …
Elaboration (1) | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC144
translating simple sentences into Greek, noticing that there is not always word-for-word equivalence when moving between English and Greek or vice versa because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, …
Elaboration (1) | ACLMGC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGC162
creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την παρέα σας, dining …
Elaboration (1) | ACLMGC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (2) ACLMGC162
creating glossaries, tourist brochures or itineraries for English-speaking travellers to Greece or Cyprus including and explaining key words, phrases and protocol, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, ξεναγός, the meaning of πρωινό, …
Elaboration (2) | ACLMGC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLMGU182
comparing English and Greek sounds and spelling to support pronunciation of familiar and unfamiliar words and expressions, for example, astronaut/αστροναύτης, school/σχολείο, mathematics/μαθηματικά
Elaboration (1) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum