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Elaboration (1) ACHHS211

distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)

explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)

Elaboration (1) ACHES026

using economics and business terms when presenting conclusions such as market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits

Elaboration (1) ACELY1796

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

Elaboration (1) ACELY1702

selecting and using texts for their pertinence to the task and the accuracy of their information

Elaboration (1) ACELY1704

selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement

Elaboration (1) ACELA1518

examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view …

Elaboration (1) ACELT1625

imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending

Elaboration (1) ACELY1739

identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)

Elaboration (1) ACMSP011

representing responses to questions using simple displays, including grouping students according to their answers

Elaboration (1) ACMMG037

comparing areas using the palm of the hand or a stone

Elaboration (1) ACMMG290

comparing volume using centicubes

Elaboration (1) ACMMG090

using directions to find features on a map

Elaboration (1) ACMSP095

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

Elaboration (1) ACMNA123

applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies

Elaboration (1) ACMSP172

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

Elaboration (1) ACHASSI040

interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)

Elaboration (1) ACHASSI073

developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present

Elaboration (1) ACDSEH092

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

Elaboration (1) ACELA1446

learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

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