Elaboration (1) ACLKOC177
stating personal preferences about characters, attitudes and events in texts (for example, using 제가 가장 좋아하는/싫어하는 ... as a set phrase), including spoken and written comments on reactions, for example, 크리스는 자주 농담을 잘해요, 그래서 재미있어요
Elaboration (1) | ACLKOC177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLMGC137
sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases, using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
Elaboration (1) | ACLMGC137 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLSPC003
negotiating and displaying a set of agreed class rules, for example, en clase hablamos español casi siempre, levanta la mano para pedir la palabra, respeta a los compañeros
Elaboration (3) | ACLSPC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (11) ACLSPU031
using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
Elaboration (11) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLFWC056
Investigate and discuss how connections between Law, story, ceremony, visual design, people and Country/Place are demonstrated and manifested in individual and community behaviour[Key concepts: identity, Law, behaviour, story, ceremony, guidance; Key …
Elaborations ScOT Terms
ACLFWC056 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC135
Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement[Key concepts: storytelling, response; Key processes: responding, performing, sharing, expressing; Key text …
Elaborations ScOT Terms
ACLFWC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC136
Create and present shared stories, songs and performances, using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dances, …
Elaborations ScOT Terms
ACLFWC136 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC073
Create and present shared stories, songs and performances using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dance, …
Elaborations ScOT Terms
ACLFWC073 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC094
Create and present imaginative texts that use familiar expressions and modelled language for a range of audiences[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, …
Elaborations ScOT Terms
ACLFWC094 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLASFC056
discussing in pairs possible design options for an item such as language flag, artefact or logo that incorporates elements of significance to the Deaf community, presenting reasons for specific design suggestions, then voting as a class on a preferred …
Elaboration (8) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACTDEP036
documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
Elaboration (5) | ACTDEP036 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (1) ACTDEK040
recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
Elaboration (1) | ACTDEK040 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (5) ACTDEP049
communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates …
Elaboration (5) | ACTDEP049 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACLCHC054
using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
Elaboration (3) | ACLCHC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLCHC215
using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
Elaboration (8) | ACLCHC215 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLFWC006
identifying and discussing key messages expressed in stories, song, dance and visual design
Elaboration (8) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC024
working together to design posters or web pages to promote a school or community event
Elaboration (5) | ACLFWC024 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC030
explaining visual design and performances to others, including the use of symbolism
Elaboration (3) | ACLFWC030 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACELA1463
identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
Elaboration | ACELA1463 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACMMG273
applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design
Elaboration | ACMMG273 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum