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Elaboration (5) ACELY1742

analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified …

History Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …

Civics and Citizenship Achievement Standard HASS Year 4

By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. Students develop questions …

Elaboration ACLASFU032

exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, …

Elaboration ACLASFU158

exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (BELONG, …

Elaboration (18) ACLCLU008

analysing the functions of words in sentences from their inflected forms, such as subject + verb + complement, subject + verb + direct object, preposition + noun, for example, τὸ ἄνθος καλὸν ἐστίν. ὁ γεωργὸς τὸν κλῆρον σκάπτει. ὁ στρατὸς πορεύεται πρὸς …

Elaboration (5) ACLASFC023

relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process

Elaboration (11) ACLASFC064

exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants

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 (8) ACLASFC100

responding to deaf people from different groups and backgrounds who visit and present about their education, families, social networks and sense of community/identity, for example by discussing similarities and differences between visitors’ reported experiences …

Elaboration (1) ACLCHC005

performing songs and dances in groups, for example,《朋友就是你》 and 《生日快乐》

Elaboration ACLCHC179

viewing reports on news and current affairs programs to develop an overview of events, and discussing responses of individuals and groups to issues and events such as environmental pollution, rapid urbanisation or a threat to public health or safety

Elaboration ACLCHC212

viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation

Elaboration ACLCHC218

identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expr …

Elaboration (2) ACLCHC230

investigating contributions made by Chinese individuals and groups in contemporary Australian culture and discussing the cultural values that are conveyed through these contributions, for example, the work of artists Ah Xian and Guan Wei, and author Sang …

Elaboration ACLFWC023

using appropriate ways of talking and interacting in different social situations or with different social groups, including talking to people from different areas/Countries/Places or to people in positions of authority, senior people

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 (1) ACLFWU039

recognising and using specific ways of communicating messages that are linked with relationships, for example, indicating respect within families and extended kinship groups by avoiding direct eye contact, using indirect references and the use of silences …

Elaboration (5) ACLFWC050

describing and explaining aspects of artistic expression, for example, traditional and contemporary paintings, design, dance, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in …

Elaboration (3) ACLFWC161

designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means …

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