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Elaboration (3) ACSHE160

describing how science is used in the media to explain a natural event or justify actions

Elaboration (3) ACSSU190

using models to describe how energy is transferred and transformed within systems

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in …

Elaboration (3) ACHEK054

exploring the reasons for triple bottom line business planning and the possible implications for employees, competitors and the broader economy

Elaboration (3) ACELY1669

monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge

Elaboration (3) ACSHE081

describing how scientists from a range of cultures have improved our understanding of the solar system, such as Copernicus, KhayyÃ¡m and Galileo

Elaboration (3) ACSIS208

using a range of representations, including mathematical and symbolic forms, to communicate science ideas

Elaboration (3) ACHASSI133

describing the relative location of places and their features in Australia and in selected countries of the Asia region, when investigating and making connections

Elaboration (3) ACHEK052

explaining the impact of minimum wage, government payments, taxation and government-funded services on living standards

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

Elaboration (2) ACELA1468

exploring names of people and places and how to write them using capital letters

Elaboration (2) ACELA1828

using knowledge of sounds and visual patterns to read and write more complex letter combinations that have multiple representations in writing, for example ‘boy’ and ‘boil’, ‘howl’ and ‘foul’, ‘taught ’and ‘saw’

Elaboration (2) ACELY1734

explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

Elaboration (2) ACELA1563

understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

Elaboration (2) ACELA1570

noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)

Elaboration (2) ACSSU031

suggesting why different parts of everyday objects such as toys and clothes are made from different materials

Elaboration (2) ACSSU149

identifying structures within cells and describing their function

Elaboration (2) ACSIS221

referring to evidence when explaining the outcomes of an investigation

Elaboration (3) ACELY1651

using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

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Cross Curriculum Priorities