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Elaboration ACLFWU122

analysing a range of texts, identifying their function, use and relationship to different social processes, for example, declaring identity, acknowledging traditional belief systems and ancestors, passing on knowledge and information, mapping resources …

Elaboration ACLCLE002

gathering, collating and presenting information about daily routine in the ancient Greek world, such as in posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Classical …

Elaboration (7) ACLCLE002

gathering and creating a class bank of information from texts about ancient Greek religious beliefs and practices, for example, Olympian deities, local festivals (Dionysia in Athens) and panhellenic festivals (Pythian Games at Delphi)

Elaboration (6) ACLCLE017

exploring Classical Greek inscriptions to elicit and present information about ancient Greek society, for example, vases, funerary stelae, ostraka, and creating own examples in English or Classical Greek

Elaboration ACLCLE032

gathering, collating and presenting information about daily routine in the Roman world, such as posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Latin

Elaboration (6) ACLCLE047

examining Latin inscriptions, curses or graffiti to elicit information about Roman society, for example, defixiones from Bath, graffiti at the Colosseum or in Pompeii, and creating own examples in English or Latin

Elaboration (3) ACLCHU144

reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for …

Elaboration (3) ACLCHC051

interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information [有人说；她告诉我；根据这个节目介绍

Elaboration (1) ACLCHC052

recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate …

Elaboration (3) ACLCHC099

interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information, for example, 有人说；她告诉我

Elaboration ACLCHC131

interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for …

Elaboration (6) ACLCHC147

researching a topic by analysing what information is needed, employing Chinese search engines to access a range of sources of information online, and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？这个网站是官网吗?

Elaboration (6) ACLCHC197

analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？这个网站是官网吗?

Elaboration ACHASSI025

using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have …

Elaboration (4) ACHASSI053

interviewing people to seek information about feelings, preferences, perspectives and actions (for example, to find out how people feel about places; how people celebrate and commemorate; how decisions are made in different situations; how and why people …

Elaboration (1) ACHASSI057

interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information …

Elaboration (1) ACHASSI058

drawing conclusions about their community’s heritage based on an evaluation of information provided by the local council (for example, the development of its multicultural profile; its significant events and how people have participated in them and contributed …

Elaboration ACHASSK062

liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area …

Elaboration (3) ACHASSI075

showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass …

Elaboration (2) ACHASSI096

deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or …

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