Search

Elaboration (1) ACELY1709

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

Elaboration (1) ACELY1719

identifying key evidence supporting an argument in a discussion between two speakers

Elaboration (1) ACELY1808

using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, asking questions about stated and implied ideas, and restating and summarising main …

Elaboration (1) ACELT1633

exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own

Elaboration (1) ACELT1814

reflect on the authors who have influenced students’ own aesthetic style and evaluate their impact

Elaboration (1) ACELT1815

using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

Elaboration (1) ACMSP148

identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole …

Elaboration (1) ACMSP253

evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

Elaboration (1) ACMSP277

evaluating whether graphs in a report could mislead, and whether graphs and numerical information support the claims

Elaboration (1) ACSIS234

deciding whether or not to accept claims based on scientific evidence

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration (1) ACHASSK013

sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family and creating a class museum

Elaboration (1) ACHASSI027

retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

Elaboration (1) ACHASSK030

comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration (1) ACHASSK033

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

Elaboration (1) ACHASSK049

discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)

Elaboration (1) ACHASSI054

creating tables or picture and column graphs to show patterns in data collected from observations or other sources (for example, to show similarities and differences between places; the results of class votes on issues or decisions, participation in community …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities