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Elaboration (1) ACMSP095

choosing the most effective way to collect data for a given investigation

Elaboration ACMNA291

using calculators to check the reasonableness of answers

Elaboration ACMSP172

using mean and median to compare data sets and explaining how outliers may affect the comparison

Elaboration (1) ACMSP172

locating mean, median and range on graphs and connecting them to real life

Elaboration ACMNA237

associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs

Elaboration ACSSU005

observing the way different shaped objects such as balls, blocks and tubes move

Elaboration ACSIS039

using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations

Elaboration ACSSU046

investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate

Elaboration (3) ACSSU048

modelling the relative sizes and movement of the sun, Earth and moon

Elaboration (3) ACSSU049

recognising that we can feel heat and measure its effects using a thermometer

Elaboration (2) ACSSU115

modelling the relative movements of the Earth, sun and moon and how natural phenomena such as solar and lunar eclipses and phases of the moon occur

Elaboration ACSSU153

representing the stages in the formation of igneous, metamorphic and sedimentary rocks, including indications of timescales involved

Elaboration (2) ACSIS200

identifying where human error can influence the reliability of data

Elaboration ACHASSI037

ordering key events in the history of the local community or in its development (for example, the history of the school; developmental stages of telecommunications technologies)

Elaboration (1) ACDSEH092

creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914

practising and responding to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor); bending, stretching, twisting, turning (non-locomotor)

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

Elaboration (3) ACADAM002

developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness …

Elaboration ACADAM003

presenting a learned sequence of movements or performing simple dances, individually or as a group, to classmates, teachers and parents

Elaboration (2) ACADAM005

altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth

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