Elaboration ACLITC080

interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo …

Elaboration | ACLITC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC084

creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla …

Elaboration (2) | ACLITC084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITU090

introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! …

Elaboration | ACLITU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITU094

investigating the impact of media and technology on Italian, including blended forms used to express new concepts, for example, the influence of English in Italian media (Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione …

Elaboration (2) | ACLITU094 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC115

sharing experiences and describing events, expressing hopes, opinions and ambitions, and giving reasons for plans, for example, Penso di [+ infinitive]; preferisco…e tu?; E tu, cosa pensi? Sono d’accordo con te/lei…; Sei d’accordo? Non m’interessa; Puoi …

Elaboration | ACLITC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC118

participating in reflective activities and evaluations of classroom experiences, for example, Perché/come mai …? È giusto? Secondo te …? Forse …, Dal mio punto di vista …, A mio avviso …, Penso che sia …, Sono sicuro che …, È chiaro che …

Elaboration (1) | ACLITC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC120

connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono …

Elaboration (1) | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC123

using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri …

Elaboration (2) | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (8) ACLTUU081

distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş

Elaboration (8) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (11) ACLVIU186

using specialised vocabulary to discuss a range of topics of interest, for example, the environment (ô nhiễm môi trường, tái chế, năng lượng sạch), technology (an toàn trên mạng, nhật ký điện tử, mạng lưới toàn cầu), and migration (tỵ nạn, di dân, định …

Elaboration (11) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (8) ACLCLU058

exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts

Elaboration (8) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (7) ACSSU182

investigating aspects of heat transfer and conservation in the design of Aboriginal and Torres Strait Islander Peoples’ bedding and clothing in the various climatic regions of Australia (OI.5, OI.7)

Elaboration (7) | ACSSU182 | Content Descriptions | Year 9 | Science | F-10 curriculum

Elaboration (6) ACADRM037

planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal

Elaboration (6) | ACADRM037 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum

Elaboration (5) ACAVAM111

manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition

Elaboration (5) | ACAVAM111 | Content Descriptions | Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACAVAR117

making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement

Elaboration | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACAVAM128

analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation

Elaboration | ACAVAM128 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

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) | ACTDEK001 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (4) ACTDEK003

exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment

Elaboration (4) | ACTDEK003 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEP007

using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment

Elaboration | ACTDEP007 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEK020

deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design

Elaboration | ACTDEK020 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum