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Elaboration (3) ACPPS098

investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples

Elaboration (5) ACPPS098

critiquing media representations of diverse people and analysing what makes (or could make) the representations inclusive

Elaboration (5) ACPMP099

using ICT to record others' performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli

Elaboration ACPMP102

using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people

Elaboration (1) ACPMP102

investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness

Elaboration (4) ACPMP104

analysing the significant contributions Aboriginal and Torres Strait Islander people make, and have made, to sport in Australia

providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

Elaboration (3) ACLARC106

sorting and categorising information in graphic representations such as tables, including details about colour, quantity and place relating to people and objects, for example,ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمركم عدد الأقلام؟ …

Elaboration ACLARC112

identifying the significance of gestures in Arabic, and noticing own level of comfort with these, for example, making or not making eye contact when talking to older people

Elaboration ACLARU118

understanding that the world contains many different languages and that many people around the world speak more than one language

Elaboration ACLARU119

exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible elements, such as how people live, what they value and how they think of themselves and others

Elaboration (2) ACLARC123

comparing profiles and stories in print and digital form about different people and their daily routines, and creating a display with names and short descriptions, for example,هذه فادية؛ عمرها سبع سنوات؛ تسكن مع والديها وعندها أربع أخوات. تحب فادية المدرسة …

Elaboration (3) ACLARC123

gathering information about other people’s interests, for example, through conducting interviews or surveys about weekend activities, and selecting specific information to include in a short report

Elaboration (4) ACLARC123

locating and sequencing information to describe people and events, for example,البنت تدرس؛ يساعد الولد أمه؛ ينظف الأب الحديقة؛ تحضِّر أمي الفطور في الصباح؛ ينظف أبي السيارة في المساء

Elaboration ACLARU134

reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour

Elaboration (1) ACLARC140

reading texts and extracting key points relating to a range of topics, for example, social activities for young people in the local community, and discussing information with peers, using expressions such asالطقس هذه الأيام بارد جدّاً؛ الصيف هذا العام …

Elaboration (2) ACLARC141

conveying information relating to significant people, places or events in Arabic-speaking communities through different text types, such as a poster for a concert, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest

Elaboration (3) ACLARC146

discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate …

Elaboration (3) ACLARU149

using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا …

Elaboration (4) ACLARU149

using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك

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