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Elaboration (5) ACLASFC223

creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’: PRO2 THINK PRO1 SHY? Do you think I’m shy?

integrate using the trigonometric identities \(\mathrm s\mathrm i\mathrm n^2x=\frac12(1-\mathrm c\mathrm o\mathrm s\;2x)\), \(\mathrm c\mathrm o\mathrm s^2x=\frac12(1+\mathrm c\mathrm o\mathrm s\;2x)\) and \(1+\;\mathrm t\mathrm a\mathrm n^2x=\mathrm …

F-6/7 Humanities and Social Sciences - Years 5 and 6

Year 5 Knowledge and understanding (Geography sub-strand) Content descriptions with elaborations: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation …

F-6/7 Humanities and Social Sciences - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLASFC057

using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example: RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT Oh yeah, that’s a different take on it. I never thought …

About me (Arabic) – AT

Students explored the concept of identity in a unit called ‘Who am I?’ They learned the relevant language structures, and participated in various tasks to practice reading, writing and talking about themselves and their personal world. In this task, …

About me (Arabic) – AT | Samples | Work samples | Resources

Elaboration (1) ACLVIC176

using evaluative language to acknowledge strengths in others’ arguments or provide evidence to justify, contradict, challenge or rebut alternative views in a courteous manner, for example, Tôi rất thích cách giải thích của bạn, rõ ràng và hợp lý lắm. …

Elaboration ACELA1494

investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

Elaboration (1) ACHHS189

discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement

Elaboration (2) ACAMAM074

Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?

Elaboration (2) ACAMAR078

Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?

Elaboration (6) ACLITC030

considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?

Elaboration ACLJAC006

reading and viewing texts such as anime, manga, video clips or lyrics of J-pop, responding to questions about characters, lyrics or events, for example, だれ　ですか。名(な)>まえは　何(なん)　ですか。何(なん)の　イベント　ですか。どこ　ですか。、 or re-creating elements by means of a storyboard, …

Elaboration (3) ACLVIC174

interacting with peers and adults at social events, for example, Tuần tới có chương trình ca nhạc Việt Nam hay lắm, bạn có muốn cùng đi xem với nhóm mình không? Cô chú thấy việc tổ chức đám cưới ở Úc khác với ở Việt Nam như thế nào?, and expressing opinions …

Report: Australian popular culture - ABOVE

Students investigated the history of popular culture in Australia from the end of World War II to the early twenty-first century. They were asked to identify and discuss changes during the period, societal reactions to developments, and any evidence of …

Report: Australian popular culture - ABOVE | Samples | Work samples | Resources

Report: Australian popular culture - AT

Students investigated the history of popular culture in Australia from the end of World War II to the early twenty-first century. They were asked to identify and discuss changes during the period, societal reactions to developments, and any evidence of …

Report: Australian popular culture - AT | Samples | Work samples | Resources

Source analysis: The atomic bomb - ABOVE

Students examined two sources relating to the use of the atomic bomb in 1945: a primary source from US President Truman; and a secondary source from a recent historian. They were asked to analyse each source in relation to its content and perspective …

Source analysis: The atomic bomb - ABOVE | Samples | Work samples | Resources

Source analysis: The atomic bomb - AT

Students examined two sources relating to the use of the atomic bomb in 1945: a primary source from US President Truman; and a secondary source from a recent historian. They were asked to analyse each source in relation to its content and perspective …

Source analysis: The atomic bomb - AT | Samples | Work samples | Resources

Elaboration (2) ACLFRC001

recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est …

Elaboration (2) ACLFRC005

using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …

Elaboration (4) ACLFRC019

asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est …

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