Elaboration ACADAM024
performing dances with an awareness of a choreographer’s intent and style, including contemporary Australian choreographers such as Frances Rings or Stephen Page (Bangarra Dance Theatre)
Elaboration | ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration ACADAR026
investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
Elaboration | ACADAR026 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration (9) ACLHIC115
providing a live commentary of a dance performance, interpreting movements, commenting on the significance of costume and adornments and interpreting key messages conveyed through the performance
Elaboration (9) | ACLHIC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLMGC022
presenting information in different formats, such as captioned photographs, digital presentation or emails, on cultural events, for example, an Antipodes festival/Glendi, traditional dance performances and costumes
Elaboration (1) | ACLMGC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLTUC041
creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Turkish communities
Elaboration | ACLTUC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC124
planning, rehearsing and producing a performance such as a song or dance for school assembly, and interacting with guest speakers or classroom visitors during special occasions such as multicultural festivals or Harmony Day
Elaboration (2) | ACLVIC124 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLFWC114
describing and explaining aspects of artistic expression to others, for example, traditional and contemporary paintings, design, dance and the different roles of social groups in relation to traditional elements of song and dance and in the use of favoured …
Elaboration (4) | ACLFWC114 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACELR005
how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example, through allusions, paradoxes and ambiguities
ACELR005 | Content Descriptions | Unit 1 | Literature | English | Senior secondary curriculum
ACELR059
how specific literary elements and forms shape meaning and influence responses, for example, mise-en-scène, enjambment, dramatic monologue and verse drama
ACELR059 | Content Descriptions | Unit 4 | Literature | English | Senior secondary curriculum
ACSCH058
The shape and polarity of molecules can be used to explain and predict the nature and strength of intermolecular forces, including dispersion forces, dipole-dipole forces and hydrogen bonding
ACSCH058 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum
Elaboration (4) ACLCHC226
listening to a conversation about a new song, dance style or pop-culture phenomenon, and identifying the points being made, explaining the tone and manner of communication
Elaboration (4) | ACLCHC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLFWC006
identifying key animals, birds and other characters in stories, songs, performances and dances, recognising and describing particular patterns of movement and discussing the significance of particular dance elements
Elaboration (4) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (9) ACLFWC006
reading contemporary texts and recreating elements in new imaginative ways, using oral language, visual design, dance, digital technologies and performance
Elaboration (9) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC026
comparing traditional and contemporary roles in the community, for example, those of store keeper, nurse, teacher, park ranger, traditional healer and people responsible for Law, song and dance
Elaboration (1) | ACLFWC026 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWC028
interpreting and explaining artistic traditions and visual design, for example, paintings, etchings, rock art, etching or dance, interpreting messages conveyed through these forms
Elaboration (8) | ACLFWC028 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC049
writing a review/report or create a mock commentary of an event such as a football match, school camp, school dance or music festival, using expressive and specialised language
Elaboration | ACLFWC049 | 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 (3) ACLFWC156
organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials
Elaboration (3) | ACLFWC156 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWC157
interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
Elaboration (6) | ACLFWC157 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWC157
discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
Elaboration (7) | ACLFWC157 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC072
participating in shared reading of traditional and contemporary stories, responding through mime, drawings with captions, matching captions to images, dance, play-acting and other forms of expression
Elaboration (1) | ACLFWC072 | 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