Elaboration (1) ACHHS209
discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
Elaboration (1) | ACHHS209 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHHS213
describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
Elaboration (1) | ACHHS213 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH065
describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
Elaboration (1) | ACDSEH065 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHHS154
distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)
Elaboration (1) | ACHHS154 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH017
explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
Elaboration (1) | ACDSEH017 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHHS187
explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)
Elaboration (1) | ACHHS187 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHGS054
proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)
Elaboration (1) | ACHGS054 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACELT1584
discussing similarities and differences between texts ( for example features of main characters in different stories)
Elaboration (1) | ACELT1584 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (1) ACELY1659
combining knowledge of context, meaning, grammar and phonics to decode text
Elaboration (1) | ACELY1659 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (1) ACELA1466
learning about features of screen texts including menu buttons, drop down menus, links and live connections
Elaboration (1) | ACELA1466 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (1) ACELA1481
knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances
Elaboration (1) | ACELA1481 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACELA1483
observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
Elaboration (1) | ACELA1483 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACELT1599
discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
Elaboration (1) | ACELT1599 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACELA1506
learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ …
Elaboration (1) | ACELA1506 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELA1508
observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phr …
Elaboration (1) | ACELA1508 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELA1520
recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
Elaboration (1) | ACELA1520 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (1) ACELA1523
knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …
Elaboration (1) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (1) ACELA1528
investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email
Elaboration (1) | ACELA1528 | Content Descriptions | Year 7 | English | F-10 curriculum
Elaboration (1) ACELA1764
comparing how different advertisements use visual elements to advertise the same product
Elaboration (1) | ACELA1764 | Content Descriptions | Year 7 | English | F-10 curriculum
Elaboration (1) ACELT1621
exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed
Elaboration (1) | ACELT1621 | Content Descriptions | Year 7 | English | F-10 curriculum