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Elaboration (1) ACLVIC127

presenting information about familiar topics using modelled language, such as a recount of a recent school excursion or a set of instructions on pet care

Elaboration (4) ACWSCL033

refining their set of career planning scenarios based on their knowledge of self and research into factors affecting career opportunities and decision-making

Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently[Key concepts: handshape, movement, location, iconicity; Key processes: …

Elaborations ScOT Terms

ACLJAU139

Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, …

Elaborations ScOT Terms

Elaboration ACELA1508

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

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 ACHCS095

developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)

Elaboration ACADRM029

presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as a cultural or community story with the assistance of representatives from the community

Elaboration (4) ACAMAR057

discussing the roles of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and text in media artworks

Elaboration (3) ACTDIP022

developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas

Elaboration (4) ACLITC001

indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma

Elaboration (1) ACLKOC155

asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?

Elaboration (2) ACLKOC158

asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases

Elaboration (2) ACLKOU166

describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases

Elaboration ACLMGC122

asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω

Elaboration (10) ACLASFC001

sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example: S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED Sam runs fast but Chris runs the fastest. THAT BEST COMPUTER That’s the best computer. …

Elaboration (5) ACLASFC109

describing relationships between themselves and members of their school community, for example: PRO3 POSS1 BEST FRIEND She’s my best friend. M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER Mrs Smith is my science teacher.

Elaboration (8) ACLASFC109

comparing attributes or characteristics of classmates or classroom objects, for example: S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED Sam runs fast but Chris runs the fastest. THAT BEST COMPUTER That’s the best computer.

Elaboration (1) ACLASFC163

discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about shared places or people they know, for example: M-O-N M-R S-M-I-T-H GIVE-me BOOK THAT NEW On Monday Mr Smith gave me a new book.

Elaboration (5) ACLASFC163