Elaboration (2) ACHASSI094
developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, …
Elaboration (2) | ACHASSI094 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHGS051
using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
Elaboration (3) | ACHGS051 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
ACLARU166
Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas[Key concepts: grammar, accuracy; …
Elaborations ScOT Terms
ACLARU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLASFC029
Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; …
Elaborations ScOT Terms
ACLASFC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHU257
Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts
Elaborations ScOT Terms
ACLCHU257 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLGEU150
Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced[Key concepts: context, audience, functionality; …
Elaborations ScOT Terms
ACLGEU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLHIU051
Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants[Key concepts: mode, register, non-verbal language; Key processes: noticing, …
Elaborations ScOT Terms
ACLHIU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLTUU034
Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices[Key concepts: culture, practice, values; Key processes: noticing, discussing, …
Elaborations ScOT Terms
ACLTUU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLSPU139
Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts[Key concepts: grammatical rules, patterns of language, gender; Key …
Elaborations ScOT Terms
ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLFWC119
Participate in intercultural interactions and consider own reactions when engaging with target language speakers and resources, and how these may reflect own language(s) and culture(s)[Key concepts: intercultural experience, perspective, insight, self-reflection, …
Elaborations ScOT Terms
ACLFWC119 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACELA1504
becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
Elaboration | ACELA1504 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (6) ACTDEK021
identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of …
Elaboration (6) | ACTDEK021 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
ACLSPC005
Present information on selected topics in spoken, written and digital forms[Key concepts: community, traditions, environment; Key processes: describing, informing, presenting]
Elaborations ScOT Terms
ACLSPC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACDSEH128
explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first …
Elaboration | ACDSEH128 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHGS069
identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
Elaboration | ACHGS069 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELA1454
learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
Elaboration | ACELA1454 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (3) ACHASSK137
considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)
Elaboration (3) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHGS065
Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
Elaborations ScOT Terms
ACHGS065 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum
ACHGS074
Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
Elaborations ScOT Terms
ACHGS074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI095
using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to collect information (for example, to identify the environmental characteristics of the major countries of Europe and North America)
Elaboration (2) | ACHASSI095 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum