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Elaboration (2) ACLFWU106

recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, including art work and family homes

Elaboration (1) ACLFWC115

creating their own visual and performing art work (visual and performing) to convey a specific message, incorporating where appropriate elements and conventions of visual design from the target language community

Elaboration (2) ACELT1584

discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)

Elaboration ACELY1714

creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

Elaboration (2) ACSHE119

researching developments in the understanding of astronomy, such as the predictions of eclipses and the calculation of the length of the solar year by Al‑Battani in the tenth century

Elaboration (1) ACLINC021

compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year

Elaboration (4) ACLITU032

applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year

Elaboration (1) ACLITC088

considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year

Elaboration (6) ACLSPU138

applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities

Elaboration ACELY1788

identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, …

Elaboration ACELA1476

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful …

Elaboration (3) ACHASSI039

examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, …

Elaboration ACHES021

developing questions to form the basis of an economic or business investigation (for example, ‘Why do people work?’, ‘Why is it important to plan ways to achieve personal financial objectives?’, 'Why are consumers and producers reliant on each other?', …

Elaboration (2) ACADRM047

Considering viewpoints – meanings and interpretations: For example – What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion was most strongly …

Elaboration (4) ACADRM049

Considering viewpoints – meanings and interpretations: For example – What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion was most strongly …

Elaboration (4) ACADRM050

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers …

Elaboration (1) ACADRM051

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills …

Elaboration ACAMAR078

discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or …

Elaboration (4) ACAMUR104

Considering viewpoints – societies: For example – How is this piece typical of the social context in which it was created? cultures: How are the elements of music used in this piece to convey a cultural identity? histories: What historical …

Elaboration (1) ACAVAM110

Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? How does the artwork use visual conventions to convey meaning? How did the artist work within a space, and at this time? How and why …

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