ACLJAU032
Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas[Key concepts: syntax, verb conjugation, cohesion, classifiers; Key processes: describing, identifying, …
Elaborations ScOT Terms
ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLSPU121
Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships[Key concepts: syntax, word order; Key processes: naming, noticing patterns]
Elaborations ScOT Terms
ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACADAM001
Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?
Elaboration (1) | ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADAM005
Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)
Elaboration (4) | ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADRM035
Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the body used to represent a character, situation or idea? How did the performers use the elements of drama? How can the devised drama be developed to …
Elaboration (4) | ACADRM035 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACAMAM062
Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
Elaboration (4) | ACAMAM062 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration (4) ACAMAM063
Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
Elaboration (4) | ACAMAM063 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration (1) ACAMUM082
Considering viewpoints – forms and elements: For example – What sounds or musical phrases are in my composition? What instruments were used in the music and how was their sound different? How was their sound made?
Elaboration (1) | ACAMUM082 | Content Descriptions | Foundation to Year 2 | Music | The Arts | F-10 curriculum
Elaboration ACHASSK185
investigating the causes of water scarcity, for example, an absolute shortage of water (physical), inadequate development of water resources (economic or political), or the ways water is used
Elaboration | ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACTDEP016
selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
Elaboration (3) | ACTDEP016 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
ACLARU013
Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary …
Elaborations ScOT Terms
ACLARU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACADAM011
Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …
Elaboration (1) | ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACADRM027
Considering viewpoints – forms and elements: For example – How did the performers use their voices? What sort of movements did the performers use? What voice and movement have you noticed in others’ performances that you might consider in making your …
Elaboration (4) | ACADRM027 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACADRM031
Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, …
Elaboration (4) | ACADRM031 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum
Elaboration (1) ACHGK056
examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
Elaboration (1) | ACHGK056 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACTDEP018
managing time and resource allocation throughout production, for example materials, tools, equipment and people
Elaboration (1) | ACTDEP018 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACHGK077
examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
Elaboration (3) | ACHGK077 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACPPS097
investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place
Elaboration (3) | ACPPS097 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (1) ACSSU032
describing how a resource such as water is transferred from its source to its point of use
Elaboration (1) | ACSSU032 | Content Descriptions | Year 2 | Science | F-10 curriculum
Elaboration (2) ACHASSI154
constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental …
Elaboration (2) | ACHASSI154 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum