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Elaboration (3) ACHASSI126

analysing sources to identify persuasive techniques such as modality (for example, ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice (for example, ‘it is claimed that …’) rather than the active voice (‘The government claims that ...’), …

Elaboration (1) ACHASSI157

using strategies to detect whether a statement is factual or an opinion, including identification of word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', …

Elaboration (1) ACHASSK170

generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)

Elaboration ACHASSK180

explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)

Elaboration (2) ACHASSK185

discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water …

Elaboration (1) ACDSEH031

generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)

Elaboration ACDSEH043

explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)

Elaboration (2) ACHHS211

using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')

Elaboration ACDSEH066

describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)

Elaboration ACDSEH077

outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)

Elaboration ACDSEH079

explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)

Elaboration ACDSEH145

describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans

Elaboration (1) ACHGK040

discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water …

Elaboration (3) ACADAM010

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you …

Elaboration (3) ACADAR012

Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?

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 (3) ACADRM035

comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work

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 ACADRM042

planning, organising and rehearsing dramatic action to stage devised and scripted drama, for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect

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?

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