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ACELR002

how mode, medium and form shape responses to texts

ACELR001

the degree to which individual points of view, experiences and contexts shape responses to texts

ACELR054

the ways in which the expectations and values of audiences shape perceptions of texts and their significance

ACELR069

reflecting on the ways in which expectations and values of audiences shape the created text.

ACMEM060

compare the characteristics of the shape of histograms using symmetry, skewness and bimodality.

ACEEN024

analysing the ways language features, text structures and stylistic choices shape points of view and influence audiences

ACELR009

the use of figurative language and rhetorical devices to represent concepts and shape arguments, for example, symbolism, metonymy, types of irony, patterns of imagery

ACMMM021

recognise features of the graph of \(y^2=x\) including its parabolic shape and its axis of symmetry.

ACSCH057

The polarity of molecules can be explained and predicted using knowledge of molecular shape, understanding of symmetry, and comparison of the electronegativity of elements

ACSCH062

The unique properties of water can be explained by its molecular shape and hydrogen bonding between molecules

ACELR005

how text structures, language features and stylistic elements shape meaning and create particular effects and nuances, for example, through allusions, paradoxes and ambiguities

ACELR059

how specific literary elements and forms shape meaning and influence responses, for example, mise-en-scène, enjambment, dramatic monologue and verse drama

ACSCH058

The shape and polarity of molecules can be used to explain and predict the nature and strength of intermolecular forces, including dispersion forces, dipole-dipole forces and hydrogen bonding

ACMMM014

recognise features of the graphs of \(y=x^n\) for \(n\in\boldsymbol N,\) \(n=-1\) and \(n=½\), including shape, and behaviour as \(x\rightarrow\infty\) and \(x\rightarrow-\infty\)

ACMMM017

recognise features of the graphs of \(y=x^3\), \(y=a{(x-b)}^3+c\) and \(y=k(x-a)(x-b)(x-c)\), including shape, intercepts and behaviour as \(x\rightarrow\infty\) and \(x\rightarrow-\infty\)

with the aid of an appropriate graphical display (chosen from dot plot, stem plot, bar chart or histogram), describe the distribution of a numerical dataset in terms of modality (uni or multimodal), shape (symmetric versus positively or negatively skewed), …

ACADAM001

Explore, improvise and organise ideas to make dance sequences using the elements of dance

Elaborations ScOT Terms

ACADAR026

Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international …

Elaborations ScOT Terms

ACADAR008

Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance

Elaborations ScOT Terms

ACADAR019

Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples

Elaborations ScOT Terms

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

ACELR002

ACELR001

ACELR054

ACELR069

ACMEM060

ACEEN024

ACELR009

ACMMM021

ACSCH057

ACSCH062

ACELR005

ACELR059

ACSCH058

ACMMM014

ACMMM017

ACMGM029

ACADAM001

ACADAR026

ACADAR008

ACADAR019