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Elaboration (1) ACWOP049

comparing and contrasting differing views of Aboriginal and Torres Strait Islander People to various industries, such as mining, and explaining reasons for opposition or support

Elaboration (4) ACLASFC201

identifying and comparing learning strategies that support their Auslan learning experience

Elaboration (4) ACLCHC003

practising tone, actions and gestures that support meaning to share information

Elaboration (6) ACLCHC114

creating drawings to support written communication in cards, posters and visual displays

Elaboration (6) ACLFWC048

identifying, explaining, and evaluating practices adopted to support the protection and reintroduction of endangered species

Elaboration ACELY1689

reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

Elaboration (5) ACTDIK002

learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend

Elaboration (3) ACTDIP005

discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss

Elaboration (4) ACTDIP042

reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies

Elaboration (2) ACPPS095

critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people

Elaboration (1) ACLARC109

performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning

Elaboration (3) ACLARC145

creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

Elaboration ACLFRC007

performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning

Elaboration ACLGEU182

recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, for example, the use of interrelated clauses and support detail

Elaboration (2) ACLHIC095

creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options

Elaboration ACLITC124

creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group

Elaboration (2) ACLJAC115

creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

Elaboration (2) ACLJAC027

creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support

Elaboration (1) ACLKOC121