Elaboration (10) ACLFWU107
identifying how the target language categorises things differently from English, for example, generic words and specific words for animals and plants, such as ‘kangaroo’ and ‘tree’, and consider reasons for this
Elaboration (10) | ACLFWU107 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC116
translating and interpreting short texts from the target language to English and vice versa, comparing their interpretations and discussing possible reasons for differences
Elaboration | ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC116
identifying, using and explaining target language words and expressions that do not easily translate into English
Elaboration (2) | ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC116
identifying and explaining concepts, practices and expressions in the target language which do not easily translate into English, and vice versa, for example, number systems, time, colour daily and seasonal cycles, kinship terms, environmental sounds/elements/items/processes, …
Elaboration (5) | ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC117
creating shared bilingual learning resources, such as print or digital word banks or glossaries of target language and English expressions used in everyday interactions
Elaboration | ACLFWC117 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC117
performing a role-play or skit for an audience, using target language for the performance and English for supporting explanations and commentary
Elaboration (1) | ACLFWC117 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC117
creating bilingual digital texts, such as songs or dialogues, which allow display in either the target language or English or both
Elaboration (4) | ACLFWC117 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU121
explaining how verbs can be derived from nouns and vice versa, and comparing with similar processes in English and other known languages
Elaboration (1) | ACLFWU121 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU125
exploring forms, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
Elaboration | ACLFWU125 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU126
exploring the use of the target language, English, Aboriginal English and creoles in the speech community, and understanding the nature of Indigenous multilingualism
Elaboration (2) | ACLFWU126 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLE002
gathering, collating and presenting information about daily routine in the ancient Greek world, such as in posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Classical …
Elaboration | ACLCLE002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLE002
comparing details from different sources about where Greek people lived, such as in urban centres or rural settlements, for example, through dioramas or drawings with labels in English or Classical Greek, and discussing what they reveal about different …
Elaboration (2) | ACLCLE002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLE002
researching the purpose and function of spaces in an ancient Greek home, for example, the ἀνδρών and γυναικών rooms, for an oral or digital presentation, using labels in English and Classical Greek
Elaboration (3) | ACLCLE002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLE003
listening to and reading texts, such as stories about life in the city/country, legends or myths, for example, Theseus and the Minotaur, and responding to questions in English relating to content and context
Elaboration | ACLCLE003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLCLE005
using known vocabulary, in Classical Greek or English, and context to deduce the meaning of unknown words
Elaboration (2) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (7) ACLCLE005
exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
Elaboration (7) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (8) ACLCLE005
selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, ἀγαθός, ἄριστος, καλός, ξένος, δεινός, πρὸς τῶν θεῶν
Elaboration (8) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (9) ACLCLE005
determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
Elaboration (9) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (10) ACLCLE005
translating Classical Greek into idiomatic English, for example, by translating ἔστι μοι δοῦλος, as ‘I have a slave’
Elaboration (10) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (15) ACLCLE005
translating, independently, unseen texts in Classical Greek into appropriate English
Elaboration (15) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum