Elaboration (7) ACLASFC242

researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings

Elaboration (7) | ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLCHC211

participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction

Elaboration (4) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (5) ACLFWC006

listening to Elders/community members telling stories from the local area, and responding by retelling parts of the story, for example, in the sand, in dot paintings, or through performance

Elaboration (5) | 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 (6) ACLFWC091

giving and following directions, for example, how to get to key community facilities such as the store, football ground or school, using maps or images of the relevant area

Elaboration (6) | ACLFWC091 | 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 ACMMG195

choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

Elaboration | ACMMG195 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum

Elaboration (1) ACLINC038

reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…

Elaboration (1) | ACLINC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLITC119

listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, and reading or viewing a series of advertisements and creating …

Elaboration | ACLITC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACHASSI052

asking key questions when investigating a topic (for example, questions such as 'How did people settle?', 'Who were they?', 'Why did they come to the area?' when researching the establishment of a local community) and probing questions during an investigation …

Elaboration (2) | ACHASSI052 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI056

sharing points of view and identifying different perspectives and actions relating to issues that affect themselves and their peers (for example, discussing class rules, the different responses to them by class members, different perceptions of the value …

Elaboration (4) | ACHASSI056 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHGK065

comparing students' perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous …

Elaboration | ACHGK065 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (12) ACLASFC080

researching aspects of available interpreting services in their area, for example, the role of interpreters, qualifications required, ethical considerations and issues associated with interpreting and translating in specialised contexts such as health, …

Elaboration (12) | ACLASFC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (9) ACLASFC206

researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal setti …

Elaboration (9) | ACLASFC206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLFWC052

researching interpreting services in their area, for example, identifying services provided, the role of interpreters, qualifications required, ethical dimensions, and issues around interpreting and translating in specialised contexts, for example, in …

Elaboration (5) | ACLFWC052 | 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

Elaboration (15) ACLGEU149

referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 …

Elaboration (15) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (16) ACLGEU030

making comparisons using a range of structures, for example, Ich esse lieber Salat als Fleisch. Welches Auto ist am sichersten?; Kaffee ist nicht so gesund wie Wasser. using appropriate units of measurement, for example, for height/length, area, time …

Elaboration (16) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLINC110

finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, …

Elaboration (3) | ACLINC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLCHC049

visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？

Elaboration (3) | ACLCHC049 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum