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Elaboration (2) ACHASSK091

describing how local government services impact on the lives of students

Elaboration ACHASSI097

compiling an annotated timeline to show the key stages of a development (for example, significant events in the development of their community, their region or state)

creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence …

Elaboration (1) ACHCS083

identifying why some information has greater accuracy and reliability than other information

Elaboration (3) ACADRM047

exploring the implied or underlying aspects of character and dramatic action

Elaboration (3) ACAMAM055

practising using computer software to add captions to images to enhance meaning in a photo story

Elaboration ACPPS022

creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school

Elaboration (2) ACPMP032

explaining how rules contribute to fair play and applying them in group activities

Elaboration (3) ACPPS035

indicating on a local map the location of safe places and people who can help

Elaboration (2) ACPPS039

investigating how health messages influence health decisions

Elaboration ACELA1435

learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

Elaboration ACELA1820

listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’

Elaboration ACELT1831

performing memorable actions or behaviours of favourite or humorous characters in texts

Elaboration ACELY1645

recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards

Elaboration ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Elaboration (1) ACELY1649

reading aloud with attempts at fluency and intonation

Elaboration (1) ACELA1443

learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people

Elaboration ACELA1444

recognising the effect of words, symbols, gestures and body language on the way communications are received by others

Elaboration (1) ACELA1447

becoming familiar with the typical stages of types of text including recount and procedure

Elaboration ACELA1451

knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities