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Elaboration (3) ACLFWC028

describing and discussing characters, main ideas, events and settings of different texts and exploring how language is used to present these features in different ways

Elaboration (6) ACLFWU043

understanding that people ‘read’ intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or wrong’ ideas

Elaboration (3) ACLFWU060

applying principles of text organisation when developing both oral and written texts to develop or present ideas, noticing differences in characteristic features of oral and written discourse

Elaboration (4) ACLFWU060

linking and sequencing ideas to form a cohesive text, using appropriate grammatical forms and language features, for example, serialisation, connectives, embedding, headings and paragraphs

Elaboration (3) ACLFWU187

linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

Elaboration ACLFWC096

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain target language words and related cultural ideas

Elaboration (4) ACLFWU122

applying principles of text organisation when developing both oral and written texts and presenting ideas, noticing differences in form and function between the two modes of expression

Elaboration (5) ACLFWU122

linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphs

Elaboration ACELT1607

drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key …

Elaboration (1) ACELY1687

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Elaboration (1) ACELY1714

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

Elaboration ACELY1728

understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

Elaboration ACHASSI041

drawing conclusions about how traditional Aboriginal and Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods and ideas across the continent and its islands)

Elaboration (1) ACHASSI094

developing different types of questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours)

Elaboration (1) ACHASSK118

using social media to share and discuss ideas about how people can work together as local, regional and global citizens(for example, as communities for a local environmental issue or project)

Elaboration ACHASSK146

investigating where ideas for new laws come from (for example, from party policy, perhaps announced during an election campaign; from suggestions by members and senators; from interest groups in the community)

Elaboration (1) ACDSEH121

comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)

Elaboration ACHGK052

identifying different views about the value of particular environments (for example, recreational, psychological, aesthetic and spiritual), and about the nature and extent of their protection, and discussing how this links to ideas about environmental …

Elaboration (2) ACADAM003

Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

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