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Elaboration (2) ACTDEK001

making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

Elaboration (2) ACTDEP006

recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea

Elaboration (2) ACTDEP009

recording the procedure for making a product, for example a recipe or instructions for making a container

Elaboration (2) ACTDEP014

exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques

Elaboration (2) ACTDEP016

using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds

Elaboration (2) ACTDEK021

sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre

Elaboration (2) ACTDEK047

critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility

Elaboration (2) ACTDIP018

designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons

Elaboration (2) ACTDIP037

automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest

Elaboration (2) ACPPS037

predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them

Elaboration (2) ACPMP086

reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes

Elaboration (3) ACHGK051

investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality

Elaboration (3) ACHGK053

researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires

Elaboration (3) ACHES037

discussing and reflecting on the consequences of a proposed action, and those of the alternative actions

Elaboration (3) ACADAR025

developing criteria to use when evaluating the quality of their own and others’ choreography and performance

Elaboration (3) ACADRM043

adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists

Elaboration (3) ACADRM051

exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work

Elaboration (3) ACADRR052

evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama

Elaboration (3) ACAMAM076

creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences

Elaboration (3) ACAVAM114

trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art

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Cross Curriculum Priorities