Elaboration (3) ACTDEP035
examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular …
Elaboration (3) | ACTDEP035 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (1) ACMNA051
explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
Elaboration (1) | ACMNA051 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Elaboration (3) ACELA1779
using knowledge of common prefixes and suffixes to spell words and explore their meaning, for example ‘friendly’, ‘calmly’ and ‘cleverly’ and ‘misfortune’
Elaboration (3) | ACELA1779 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (3) ACELA1513
applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’
Elaboration (3) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (3) ACELA1526
applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …
Elaboration (3) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1438
breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’
Elaboration (2) | ACELA1438 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (2) ACELA1779
building morphemic word families and exploring word origins, for example ‘tricycle’, ‘triangle’ and ‘triple’
Elaboration (2) | ACELA1779 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (2) ACELA1526
expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’
Elaboration (2) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1513
learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon, ‘renew’, ‘email’ and ‘refine’
Elaboration (2) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (3) ACELA1438
building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’
Elaboration (3) | ACELA1438 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (3) ACELA1569
understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)
Elaboration (3) | ACELA1569 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACSIS060
using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
Elaboration (2) | ACSIS060 | Content Descriptions | Year 3 | Science | F-10 curriculum
Elaboration (3) ACELA1457
substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’
Elaboration (3) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (3) ACELY1740
understanding the role of intonation, pausing, punctuation and combinations of clause and rhythm in spoken language
Elaboration (3) | ACELY1740 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (3) ACELA1570
observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)
Elaboration (3) | ACELA1570 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACELA1457
deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’
Elaboration (2) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (2) ACELA1471
drawing on knowledge of letter-sound relationships, for example breaking a word into syllables, then recording the sounds heard and thinking about the letter patterns that represent the sounds
Elaboration (2) | ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (2) ACELA1569
observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)
Elaboration (2) | ACELA1569 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACHASSI002
observing the features of a special place (for example, their bedroom, under a tree) or local place (such as a beach, farm or ceremony site) and recording these observations
Elaboration (2) | ACHASSI002 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACELA1439
identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’
Elaboration (2) | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum