Your search for "climate change" returned 306 result(s)
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Elaboration (2) ACLHIC064

using a reflective journal to record and compare when and why they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages

Elaboration (2) | ACLHIC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLHIU103

understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।

Elaboration (4) | ACLHIU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIU106

exploring the relationship between Hindi and English language systems and practice and identifying changes to Hindi that have come about as a result of processes such as globalisation, technological change and intercultural exchange

Elaboration (3) | ACLHIU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIC112

evaluating information retrieved from online discussion forums and social media outlets on issues relevant to their peer group, for example, family relationships, youth identity or generational change, selecting and editing content to include in a summary …

Elaboration (3) | ACLHIC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLJAU161

understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

aboriginal-torres

Elaboration (3) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLMGU134

understanding how differences in gestures, register and tone are used to change meaning of speech, for example, Είσαι καλά; or Τι κάνεις; can have multiple meanings

Elaboration (2) | ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLSPU138

understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá

Elaboration (4) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLTUC103

participating in discussions on local issues that they see impacting on their current or future lives, such as environmental change, for example by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl …

Elaboration (1) | ACLTUC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLASFU031

recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, …

Elaboration | ACLASFU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU070

understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing

Elaboration (1) | ACLASFU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC074

advocating for a change in particular school processes or practices, such as ensuring all public school performances (such as theatre or dance festivals) automatically have interpreters present, for example by meeting with the student council, principal …

Elaboration (4) | ACLASFC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU175

recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, …

Elaboration | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFU196

understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing

Elaboration (1) | ACLASFU196 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU232

understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing

Elaboration (2) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLCHU063

examining how the adaptation of words reflects and encourages cultural change, for example, gender equality is reflected in the use of 妳 to address females and 他们 to include both men and women

Elaboration (4) | ACLCHU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU110

exploring the role of code-switching in the language use of bilingual speakers (for example, acronyms and words which have not been translated from their original English) and how Chinese authorities are trying to change this and limit the use of these …

Elaboration (2) | ACLCHU110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLCHU111

examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

Elaboration (6) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLFWC057

discussing the different things they need to consider, change and accommodate when interacting with speakers of different language backgrounds, for example, watching for signals of misunderstanding, being mindful of different perspectives and traditi …

Elaboration (3) | ACLFWC057 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWC184

reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience

Elaboration | ACLFWC184 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLCLE005

identifying meanings of words by recognising change of form, such as irregular verb forms and third declension nouns, for example, φέρω/οἴσω, παῖς/παιδός

Elaboration (3) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

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