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Elaboration (10) ACLFWC028

responding to a creative contemporary text by manipulating the original to create a new version, for example, re-sequencing events, adding a new element, changing location or character, or creating an alternative ending

Elaboration ACLFWU038

distinguishing the purpose of a text and its features, for example, narratives are usually about journeys across Country/Place and convey explanations of features of Country/Place, mud-maps are for conveying basic directions

Elaboration (1) ACLFWC046

designing a campaign or developing a persuasive audio-visual text to promote awareness and invite action on an educational, community, social, environmental or health issue, such as the importance of learning the language at school or the benefits of …

Elaboration (3) ACLFWU058

recognising how quotation marks may be used to mark parts of text as having special status, for example, quoted (direct) speech, and experimenting with the use of this device in own writing

Elaboration (8) ACLFWC157

responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending

Elaboration ACLFWU187

understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country …

Elaboration (1) ACLFWU087

recognising that Aboriginal and Torres Strait Islander languages have been maintained and passed down through generations by means of storytelling, performance, songs and viewing Country/Place as text

Elaboration (7) ACLFWC093

responding to a creative contemporary text by manipulating the original to create a new version, for example, by re-sequencing events, adding new elements, changing locations or characters, or creating alternative endings

Elaboration ACLFWU101

distinguishing the purpose of a text and its features, for example, narratives are usually about journeys across Country and convey explanations about why features of Country exist and are important, while mud-maps are for conveying basic directions

Elaboration (4) ACLFWU101

applying emerging understanding of text conventions using classroom models, for example, determining points in written versions of oral texts at which commas, full stops and paragraph breaks might be used

Elaboration (2) ACLFWC113

researching a social event from the target language region, such as a music festival, race meeting, sporting event, ceremony, anniversary of a key date, creating a multimodal text/resource that communicates key elements to other learners

Elaboration (4) ACLCLE006

identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own tran …

Elaboration (5) ACLCLE016

explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, οὖν, γάρ. μέντοι, δήπου

Elaboration (2) ACLCLE017

researching ancient Greek urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Agora or the Acropolis of Athens, with written or oral text in English or simple …

Elaboration (3) ACLCLE020

inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)

Elaboration (4) ACLCLE036

identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own tran …

Elaboration (1) ACLCLE046

inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere

Elaboration (3) ACLCLE050

inferring the meaning of words and expressions, using knowledge of the text type and the author’s purpose and style, for example, res publica; rem gerere; se gerere

Years 5 and 6 Auslan

The nature of the learners Learners at this level are expanding their social networks, experiences and communication repertoire in both their first language and Auslan. They continue to need guidance and participate in structured, collaborative tasks …

Years 9 and 10 Framework for Classical Languages

The nature of the learners Students have prior experience of learning Classical Greek and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities