Elaboration (2) ACPMP063
proposing and applying movement concepts and strategies to safely traverse a natural environment
Elaboration (2) | ACPMP063 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACPMP082
selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
Elaboration (2) | ACPMP082 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACPMP084
creating, performing and appraising movement sequences that demonstrate variations in flow and levels
Elaboration (2) | ACPMP084 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACPPS091
critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
Elaboration (2) | ACPPS091 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACPMP106
reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
Elaboration (2) | ACPMP106 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACHASSI100
making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia …
Elaboration (2) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACADAM002
Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?
Elaboration (2) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACADAM003
Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?
Elaboration (2) | ACADAM003 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACADRM036
Considering viewpoints – evaluations: For example – How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports your judgement about the drama?
Elaboration (2) | ACADRM036 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum
Elaboration (2) ACADRM048
Considering viewpoints – contexts: For example – How does the drama relate to its social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences have impacted on this drama? How are global …
Elaboration (2) | ACADRM048 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
Elaboration (2) ACAMAM060
Considering viewpoints – societies and cultures: For example – What school event could I make an advertisement for?
Elaboration (2) | ACAMAM060 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACAMAR061
Considering viewpoints – evaluations: For example – What is similar or different to my school/home in a television representation of school/home?
Elaboration (2) | ACAMAR061 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACAMAM073
Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
Elaboration (2) | ACAMAM073 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACAMAM074
Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?
Elaboration (2) | ACAMAM074 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACAMUM092
Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece?
Elaboration (2) | ACAMUM092 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (2) ACAMUM093
Considering viewpoints – meanings and interpretations: For example – Why does the same piece sound different when different musicians play it?
Elaboration (2) | ACAMUM093 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (2) ACAMUR097
Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?
Elaboration (2) | ACAMUR097 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum
Elaboration (2) ACAMUM100
Considering viewpoints – meanings and interpretations: For example – How do changes in instrumentation and orchestration affect the interpretation of this piece?
Elaboration (2) | ACAMUM100 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum
Elaboration (2) ACAMUM101
Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?
Elaboration (2) | ACAMUM101 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum
Elaboration (2) ACAVAM106
Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?
Elaboration (2) | ACAVAM106 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum