Elaboration ACHASSI006
talking about differences between objects from the past and those of the present using comparative language (for example, 'This toy is older', ‘My new computer game is more fun than the old one', ‘This tree is older than …’)
Elaboration | ACHASSI006 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (6) ACHASSK084
examining the journey of one or more explorers of the Australian coastline (for example, the Macassans, Dirk Hartog, Abel Tasman, James Cook, Comte de la Perouse) using navigation maps to reconstruct their journeys
Elaboration (6) | ACHASSK084 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACSIS170
suggesting more than one possible explanation of the data presented
Elaboration (1) | ACSIS170 | Content Descriptions | Year 9 | Science | F-10 curriculum
Elaboration (8) ACADRM033
exploring dramatic traditions and practices from one or more Asian societies in their drama
Elaboration (8) | ACADRM033 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum
Elaboration ACELY1649
navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
Elaboration | ACELY1649 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELA1472
discussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is ‘one who paints’
Elaboration | ACELA1472 | Content Descriptions | Year 2 | English | F-10 curriculum
ACLJAC026
Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another[Key concepts: culture, …
Elaborations ScOT Terms
ACLJAC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACELA1819
blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’
Elaboration (2) | ACELA1819 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (1) ACELA1823
using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’
Elaboration (1) | ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACHCK093
listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)
Elaboration | ACHCK093 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELA1483
noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking …
Elaboration | ACELA1483 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (2) ACTDIP021
imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find …
Elaboration (2) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Elaboration (1) ACHGK075
discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
Elaboration (1) | ACHGK075 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACTDIP004
recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered
Elaboration (3) | ACTDIP004 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum
ACHASSK174
The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACHASSK174 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK179
The significant beliefs, values and practices of Indian or Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACHASSK179 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACDSEH033
Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACDSEH033 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH036
Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACDSEH036 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH039
Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACDSEH039 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH045
Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
Elaborations ScOT Terms
ACDSEH045 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum