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Elaboration (3) ACHASSK172

describing the importance of the River Tiber to ancient Roman society and the methods Romans used to manage resources (for example, the water supply through aqueducts and plumbing systems)

Elaboration ACHASSK185

investigating the causes of water scarcity, for example, an absolute shortage of water (physical), inadequate development of water resources (economic or political), or the ways water is used

Elaboration ACHGK040

investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)

investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander Peoples (for example, murnong or yam daisy in Victoria)

Elaboration (4) ACHEK030

exploring different internal factors that influence business opportunities, such as the product, location, resources, management and business culture including ability to be adaptable and demonstrate enterprising behaviours and skills

Elaboration (4) ACTDIP032

documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures

Elaboration (3) ACPPS097

investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place

Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

Elaboration ACLFRC005

labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte

Elaboration (1) ACLFRC059

classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key language

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (2) ACLFRC097

using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts

Elaboration (3) ACLGEC158

classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key vocabulary

Elaboration (4) ACLHIC022

using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

Elaboration ACLHIC040

collecting facts, figures and vocabulary from resources such as posters, books and websites, and using them to prepare for in-class discussions about topics such as healthy eating or animal protection

Elaboration (4) ACLHIC062

critically evaluating the effectiveness of resources such as print and digital dictionaries and electronic translators, for example, by comparing individual translations, back-translating or swapping references

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (1) ACLHIC082

reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others

Elaboration (4) ACLHIC101

exploring how using different languages to make meaning and drawing from varied cultural resources affects how they think, behave and communicate

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

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Cross Curriculum Priorities