Elaboration (1) ACMMG200

establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal

Elaboration (1) | ACMMG200 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum

Elaboration ACHGK055

researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints …

Elaboration | ACHGK055 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHCK093

listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)

Elaboration | ACHCK093 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHEK040

explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about …

Elaboration (5) | ACHEK040 | Content Descriptions | Year 9 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLARU187

reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understand …

Elaboration (1) | ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLFRC047

comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways

Elaboration (3) | ACLFRC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLGEC147

comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways

Elaboration (4) | ACLGEC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLHIC065

comparing views about the nature of identity, for example, by discussing elements that they believe shape and reflect their personal sense of identity, such as community, ethnicity, personality, languages, tastes and interests

Elaboration | ACLHIC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLINC041

creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport (Tim saya hebat!)

Elaboration (2) | ACLINC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLSPU198

exploring language and communicative behaviours associated with particular Spanish-speaking regions or geographic locations to understand how factors such as geography, climate and economic situation shape language practices

Elaboration (3) | ACLSPU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLTUU013

describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns

Elaboration (1) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC062

creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of iden …

Elaboration | ACLTUC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLARC108

Listen to, view and read to simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression[Key concepts: imagination, …

Elaborations ScOT Terms

ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLFWC073

Create and present shared stories, songs and performances using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dance, …

Elaborations ScOT Terms

ACLFWC073 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLHIC024

Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, character, plot; Key processes: responding, identifying, creating, …

Elaborations ScOT Terms

ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLTUC023

Engage with imaginative texts such as stories, puppet shows, songs or dance, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, expression, response; Key processes: responding, interpreting; Key text types: …

Elaborations ScOT Terms

ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC041

Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource[Key concepts: adaptation, genre, audience, effect; Key processes: creating, adapting, performing, experimenting; …

Elaborations ScOT Terms

ACLTUC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Foundation to Year 2 Dance

In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with …

Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Years 3 and 4 Dance

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw …

Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration (6) ACLASFC082

discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations

Elaboration (6) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum