Elaboration (3) ACTDEP027
considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
Elaboration (3) | ACTDEP027 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACTDIP021
comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
Elaboration (3) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Elaboration (3) ACLARC175
evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips
Elaboration (3) | ACLARC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLJAC149
creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
Elaboration (2) | ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACWSCL030
determining how businesses or community projects, both within Australia and from the Asia region, balance organisational needs with human and community wellbeing and environmental sustainability
Elaboration (3) | ACWSCL030 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration (2) ACELY1750
applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
Elaboration (2) | ACELY1750 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (3) ACHASSK120
listing the needs and wants of a local community and exploring the ways resources are currently used to meet these needs and wants and how resources might be used more sustainably to meet these needs and wants into the future
Elaboration (3) | ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLCHU029
discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)
Elaboration (3) | ACLCHU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLFWC010
categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind
Elaboration (6) | ACLFWC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC023
discussing and evaluating protective behaviours to stay safe in different situations, including near water or roads, in the bush or when a person or situation makes them feel uncomfortable or unsafe
Elaboration (5) | ACLFWC023 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (12) ACLFWU043
discussing the fact that concepts may be culture-specific, for example, referencing how relationships are structured, how time and quantity are expressed, how elements such as land, sea/water and sky are viewed, spatial awareness
Elaboration (12) | ACLFWU043 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWU171
observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed
Elaboration (8) | ACLFWU171 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (10) ACLFWU193
understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water …
Elaboration (10) | ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWU107
observing that concepts may be culture-specific, for example, capturing how relationships are structured; how time and quantity are expressed; how land, water, sea and sky are viewed, spatial awareness
Elaboration (8) | ACLFWU107 | 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
Elaboration (3) ACLFWC114
discussing and explaining how land, water, sea, sky, people, plants and animals and social and ecological relationships are expressed through arts, including stories, paintings, songs, dance
Elaboration (3) | ACLFWC114 | 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 (11) ACLFWU128
understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water/ …
Elaboration (11) | ACLFWU128 | 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 (14) ACLFWC026
making and recording observations of how living things such as insects, frogs or plants develop through their life cycles, recognising the effect on these cycles of different environmental factors
Elaboration (14) | ACLFWC026 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWC046
collaboratively planning and presenting a short documentary, for example, on an aspect of community life, a community, an environmental or ethical issue, a good news story or a community or school achievement
Elaboration (7) | ACLFWC046 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC051
creating a rap or skit, including in digital formats, to perform to their peers that provides commentary on a local social, environmental or community issue that is important to them
Elaboration (2) | ACLFWC051 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACSSU155
using flow diagrams to illustrate changes between different forms of energy
Elaboration (4) | ACSSU155 | Content Descriptions | Year 8 | Science | F-10 curriculum