Elaboration (2) ACELT1637

taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

Elaboration (2) | ACELT1637 | Content Descriptions | Year 9 | English | F-10 curriculum

Elaboration (2) ACADAR018

Considering viewpoints – philosophies and ideologies: What philosophical, ideological or political perspectives does the dance work represent, or how do these perspectives affect the audience’s interpretation?

Elaboration (2) | ACADAR018 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACAMUM101

Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?

Elaboration (2) | ACAMUM101 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum

Elaboration (2) ACLITU051

understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically

Elaboration (2) | ACLITU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACWSCL035

building scenarios of what work culture and arrangements might look like in the future by examining the factors contributing to their evolution, including the need for sustainable patterns of living

Elaboration (2) | ACWSCL035 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Ethical Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Recognise ethical concepts identify ethical concepts arising in familiar contexts, such as good and bad behaviours Consider consequences identify links between emotions and behaviours Reflect on …

Ethical Understanding - Level 1 (Foundation Year) | Respectful relationships | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Communicate across cultures recognise that people use different languages to communicate Consider and develop multiple perspectives express their opinions and listen to the opinions of others in given …

Intercultural Understanding - Level 1 (Foundation Year) | Digital media literacy | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Recognise ethical concepts identify ethical concepts arising in familiar contexts, such as good and bad behaviours Explore ethical concepts in context describe familiar situations that involve ethical …

Ethical Understanding - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Recognise ethical concepts identify ethical concepts arising in familiar contexts, such as good and bad behaviours Explore ethical concepts in context describe familiar situations that involve ethical …

Ethical Understanding - Level 1e (Foundation Year) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 1b (Foundation Year)

Typically by the end of Foundation Year, students: Recognise emotions identify a range of emotions and describe situations that may evoke these emotions Express emotions appropriately express their emotions constructively in interactions with others Become …

Personal and Social Capability - Level 1b (Foundation Year) | Respectful relationships | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLGEC005

presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign langu …

Elaboration (2) | ACLGEC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLASFC078

responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf or Deafinitely

Elaboration (2) | ACLASFC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU103

noticing that Auslan pronouns are different from English because they don’t show gender but they can show the location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INLCLUDING-YOU (exclusive)

Elaboration (2) | ACLASFU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU229

comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU …

Elaboration (2) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC008

participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book

Elaboration (2) | ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Intercultural Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Explore and compare cultural knowledge, beliefs and practices identify, explore and compare culturally diverse activities and objects Develop respect for cultural diversity discuss ideas about cultural …

Intercultural Understanding - Level 1 (Foundation Year) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Investigate culture and cultural identity share ideas about self and belonging with peers Explore and compare cultural knowledge, beliefs and practices identify, explore and compare culturally diverse …

Intercultural Understanding - Level 1 (Foundation Year) | Respectful relationships | Dimensions | Curriculum connections | Resources

Primary Matters, issue 22: Remote learning, May 2020

We hope this edition finds you all safe and well. The COVID-19 pandemic has meant that the education sector has had to adapt, and authorities are experiencing change of an unprecedented nature as they look to find their new normal. “It is important to …

Primary Matters, issue 22: Remote learning, May 2020 | Publications | Resources and publications

ACMEM130

investigate the different kinds of samples; for example, systematic samples, self-selected samples, simple random samples

ACMEM130 | Content Descriptions | Unit 3 | Essential Mathematics | Mathematics | Senior secondary curriculum

F-6/7 Humanities and Social Sciences - Year 6

Researching Content descriptions with elaborations: Locate and collect relevant information and data from Primary sources and secondary sources (ACHASSI123) determining the most appropriate methods to find information (for example, personal observation, …

F-6/7 Humanities and Social Sciences - Year 6 | Digital media literacy | Dimensions | Curriculum connections | Resources