Elaboration (4) ACLTUU063

experimenting with rhythm and tempo in recitation of poems and ballads, developing understanding of the function of stress and applying it to unfamiliar words and phrases in more complex sentences and texts

Elaboration (4) | ACLTUU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACWOP046

using digital tools for collaboratively developing project plans, including goals, methodology, communication, timelines, roles and responsibilities, finances and sustainable management

Elaboration (2) | ACWOP046 | Content Descriptions | Options | Work Studies | F-10 curriculum

Elaboration ACELA1770

sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

Elaboration | ACELA1770 | Content Descriptions | Year 9 | English | 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

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Science - Foundation to Year 2

Foundation Science Understanding Biological sciences Content description with elaborations: Living things have basic needs, including food and water (ACSSU002) identifying the needs of humans such as warmth, food and water, using students’ own …

Science - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Elaboration (1) ACLASFC077

using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics

Elaboration (1) | ACLASFC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLARC003

Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help[Key …

Elaborations ScOT Terms

ACLARC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFC242

Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another[Key concepts: equivalence, translation, …

Elaborations ScOT Terms

ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU099

Produce sounds, stress, intonation patterns of the target language, using developing phonemic awareness linked to the writing system[Key concepts; punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, …

Elaborations ScOT Terms

ACLFWU099 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLKOC191

Initiate, sustain and extend interactions with each other and with other familiar and less familiar people, for example, by seeking and giving advice, discussing aspirations, relationships and social and cultural issues, exchanging and reflecting on different …

Elaborations ScOT Terms

ACLKOC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACSIS039

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Elaboration | ACSIS039 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration (4) ACHASSI102

applying enterprising and collaborative behaviours in a group activity (for example, working with others to make decisions about the best way to compare prices of products)

Elaboration (4) | ACHASSI102 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACLHIC037

participating in online exchanges, such as video blogs with sister-schools in India or other Hindi- language contexts to describe and compare routines, interests and activities

Elaboration (5) | ACLHIC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC076

conducting face-to-face or online interviews or surveys with peers, family or community members to compare experiences such as migration to Australia, living ‘across’ cultures or relationships with technology

Elaboration (2) | ACLHIC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLINC039

using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)

Elaboration (2) | ACLINC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (5) ACLMGC141

using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)

Elaboration (5) | ACLMGC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLARU136

Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context[Key concepts: difference, expression, practices; Key processes: identifying, distinguishing, …

Elaborations ScOT Terms

ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC157

Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions[Key concepts: representation, community; Key processes: identifying, classifying, comparing, …

Elaborations ScOT Terms

ACLARC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC159

Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences[Key concepts: representation, morality, context; Key processes: analysing, …

Elaborations ScOT Terms

ACLARC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum