Search

ACLASFU138

Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently[Key concepts: handshape, movement, location, iconicity; Key processes: …

Elaborations ScOT Terms

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (2) ACTDEK001

making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

Elaboration ACELA1494

investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

Elaboration ACSIS205

evaluating the strength of a conclusion that can be inferred from a particular data set

Elaboration (2) ACTDEK041

explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park

Elaboration (1) ACHASSK069

discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)

ACLJAU139

Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, …

Elaborations ScOT Terms

Elaboration (1) ACMMG044

constructing arrangements of objects from a set of directions

Elaboration ACMSP278

using the standard deviation to describe the spread of a set of data

Elaboration ACDSEH028

outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park …

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

Elaboration ACTDIK024

explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets

Elaboration ACHASSK071

developing and justifying a set of fair rules and consequences for the class

Elaboration (3) ACHASSK031

describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care

Elaboration ACADRM029

presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as a cultural or community story with the assistance of representatives from the community

Elaboration ACELA1508

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

Elaboration ACELT1589

discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own

Elaboration (2) ACTDIP010

experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device

Elaboration (4) ACAMAR057

discussing the roles of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and text in media artworks

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities