Elaboration ACMSP247

using two-way tables and Venn diagrams to understand conditional statements

Elaboration | ACMSP247 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACSSU005

observing the way different shaped objects such as balls, blocks and tubes move

Elaboration | ACSSU005 | Content Descriptions | Foundation Year | Science | F-10 curriculum

Elaboration (1) ACDSEH068

explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability

Elaboration (1) | ACDSEH068 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHCS074

considering the factors that shape the way they meet their responsibilities as a citizen (for example, where they live)

Elaboration (1) | ACHCS074 | Content Descriptions | Year 8 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACAMUM096

performing with correct posture, for example, standing or sitting in a way suitable to the instrument

Elaboration (1) | ACAMUM096 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum

Elaboration (4) ACTDIP020

programming a robot to operate independently, for example to find its way out of a maze

Elaboration (4) | ACTDIP020 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACLITC117

corresponding to express a complaint about a poor-quality service and suggest a way to improve it

Elaboration (1) | ACLITC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACELA1488

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group

Elaborations ScOT Terms

ACELA1488 | Content Descriptions | Year 4 | English | F-10 curriculum

ACDSEH066

The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)

Elaborations ScOT Terms

ACDSEH066 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACLVIU120

Recognise that there are variations in the way Vietnamese speakers greet and address different people[Key concept: register; Key process: recognising]

Elaborations ScOT Terms

ACLVIU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (9) ACLASFU251

identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages

Elaboration (9) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACDSEH068

The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm …

Elaborations ScOT Terms

ACDSEH068 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACLARU119

Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them[Key concepts: language, culture and identity; Key processes: noticing, understanding, making connections]

Elaborations ScOT Terms

ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU148

Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing[Key concepts: sound systems, application, writing systems; Key processes: analysing, applying]

Elaborations ScOT Terms

ACLARU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLINU017

Notice that the languages people use and the way they use them relate to who they are and where and how they live.[Key concepts: norm, culture; Key process: making connections]

Elaborations ScOT Terms

ACLINU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACAVAM125

Considering viewpoints – societies and cultures: For example – Can you understand and explain why the artist has developed their representation in this way? How can you represent homelessness in a way that is globally recognised?

Elaboration (4) | ACAVAM125 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACELA1444

recognising the effect of words, symbols, gestures and body language on the way communications are received by others

Elaboration | ACELA1444 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELY1679

analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics

Elaboration (1) | ACELY1679 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACMSP292

understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities

Elaboration (1) | ACMSP292 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum

Elaboration ACMSP226

using Venn diagrams or two-way tables to calculate relative frequencies of events involving ‘and’, ‘or’ questions

Elaboration | ACMSP226 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum