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Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Modern Greek

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in their first language and Modern Greek. They continue to need guidance, and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (11) ACLASFC118

responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community

Elaboration (2) ACLASFU144

exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance

Elaboration (6) ACLASFC186

comparing visual elements of signed media texts with those of equivalent texts produced for a hearing audience, for example, the teen drama Switched at Birth with teen dramas from BSL Zone

Elaboration (2) ACLASFC222

viewing and responding to creative visual texts such as handshape art and art produced by and about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan

Elaboration ACLASFC226

using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …

Elaboration (1) ACLASFC227

discussing changes or adaptations they have to make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, and maintaining eye contact

Elaboration (11) ACLASFU228

comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang or woof woof

Elaboration (17) ACLASFU251

responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider c …

Elaboration ACLCHC020

identifying key words in familiar text types (for example, a floor plan, map or calendar) by recognising textual features (for example, bigger font for the name of the capital city on a map) and using other visual clues

Elaboration (5) ACLCHC132

presenting a visual display with supporting text on a topic of personal interest, for example, 我的家，我的宠物，姥姥的家乡，过春节

Elaboration (2) ACLCHC147

identifying and selecting visual sources (for example, 优酷, and comparing and contrasting different perspectives on issues, such as how children in different locations in China describe their school experience

Elaboration (4) ACLCHC197

obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables

Elaboration ACLFWC008

translating common words, expressions and gestures used in everyday contexts and situations from the language into other known languages and vice versa, using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pi …

Elaboration ACLFWU016

understanding that there are different ways of telling a story, such as Elders yarning, through song, dance and music and associated visual design and spectacle, and through painting (body, bark, rock, sand)

Elaboration (4) ACLFWC028

participating in shared and guided reading of texts, making predictions about the development or flow of ideas, using contextual and visual cues and responding to questions about characters, ideas and events, sharing and comparing reactions and respo …

Elaboration (5) ACLFWC032

designing visual representations, such as concept maps, posters, slide presentations with captions, to identify and explain group memberships, for example, friendship, family, sporting, interest and community groups, discussing what such memberships mean …

Elaboration ACLFWU044

exploring ways that language and culture have been maintained and strengthened in their community, for example, by using the language in families and school language programs, story-telling, writing, recording, archiving material, media services, songs …

Elaboration (1) ACLFWU044

recognising the existence of materials such as audiotapes and visual and historical documents available through community organisations and in local, state and national archives, libraries, literature production centres, language centres and bilingual …

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