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Elaboration (1) ACHASSK135

describing the significance of the 1962 right to vote federally and the 1967 referendum

describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)

Elaboration (1) ACHHS206

defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)

Elaboration (1) ACHGK040

discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water …

Elaboration (1) ACHGK047

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or traditional …

Elaboration (1) ACHGK053

discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard

Elaboration (1) ACHGK069

discussing the effects of people's cultural and leisure choices on towns and cities (for example, predicting how changing choices may affect these and other places in the future)

Elaboration (1) ACHCS059

using digital technologies and graphic displays for a specific audience, purpose and context (for example, to argue the case for a constitutional change)

Elaboration (1) ACAMAR072

comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style

Elaboration (1) ACTDIP009

using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items

Elaboration (1) ACTDIP010

describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make

Elaboration (1) ACELY1647

using visual cues to practise staying on topic

Elaboration (1) ACELA1787

considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways

Elaboration (1) ACELY1789

exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’

Elaboration (1) ACELY1671

sequencing content according to text structure

Elaboration (1) ACELY1679

analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics

Elaboration (1) ACELT1602

comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors

Elaboration (1) ACELT1604

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Elaboration (1) ACELY1796

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

Elaboration (1) ACELY1704

selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement

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