Elaboration (4) ACADAM017
Considering viewpoints – evaluations: For example – How successful was the choreographer in expressing his/her stated intent clearly to the audience? How well did the dancers use expressive skills in the performance?
Elaboration (4) | ACADAM017 | Content Descriptions | Years 7 and 8 | 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 (5) ACADRM043
Considering viewpoints – evaluations: For example – How successful was the director in expressing the intent clearly to the audience? How well did the performers create role or character and use expressive skills?
Elaboration (5) | ACADRM043 | Content Descriptions | Years 7 and 8 | 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 (5) ACAVAM119
Considering viewpoints – critical theories: For example – Can you identify explicit and implicit meanings in artworks? What metaphor could you use to enhance the meaning of your artwork?
Elaboration (5) | ACAVAM119 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum
Elaboration (7) ACAVAM129
Considering viewpoints – societies and cultures: For example Identify different viewpoints in these two interpretations of an historical event. How would you use symbolic images or objects to pass on advice about the environment to your future child …
Elaboration (7) | ACAVAM129 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACAVAR130
Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?
Elaboration (3) | ACAVAR130 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum
ACHHS170
Process and synthesise information from a range of sources for use as evidence in an historical argument
Elaborations ScOT Terms
ACHHS170 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
ACHHS188
Process and synthesise information from a range of sources for use as evidence in an historical argument
Elaborations ScOT Terms
ACHHS188 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELY1745
identifying or commenting on the author's approaches and use of techniques, design, form and style
Elaboration | ACELY1745 | Content Descriptions | Year 9 | English | 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 (1) ACAVAM110
Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? How does the artwork use visual conventions to convey meaning? How did the artist work within a space, and at this time? How and why …
Elaboration (1) | ACAVAM110 | Content Descriptions | Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum
Elaboration ACMNA153
exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
Elaboration | ACMNA153 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum
Elaboration (4) ACADRM043
developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
Elaboration (4) | ACADRM043 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACAVAM120
developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
Elaboration (3) | ACAVAM120 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum
ACSIS130
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
Elaborations ScOT Terms
ACSIS130 | Content Descriptions | Year 7 | Science | F-10 curriculum
ACSIS145
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
Elaborations ScOT Terms
ACSIS145 | Content Descriptions | Year 8 | Science | F-10 curriculum
Elaboration (3) ACELY1713
using prior knowledge and textual information to make inferences and predictions
Elaboration (3) | ACELY1713 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACSIS205
identifying alternative explanations that are also consistent with the evidence
Elaboration (2) | ACSIS205 | Content Descriptions | Year 10 | Science | F-10 curriculum