Elaboration (5) ACLINU081

recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko

Elaboration (5) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACMSP249

Construct and interpret box plots and use them to compare data sets

Elaborations ScOT Terms

ACMSP249 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

ACMSP250

Compare shapes of box plots to corresponding histograms and dot plots

Elaborations ScOT Terms

ACMSP250 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACMSP249

understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets

Elaboration | ACMSP249 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACMSP249

using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

Elaboration (1) | ACMSP249 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACLHIU034

understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’

Elaboration | ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLMGC159

stating personal preferences about characters, attitudes and events in texts for example, Pandora’s box, Aesop’s fable ‘The Fox and the Grapes’

Elaboration (3) | ACLMGC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages

Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …

Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACMSP248

finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets

Elaboration | ACMSP248 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACTDEK045

experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box

Elaboration | ACTDEK045 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (5) ACLINC053

participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …

Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration | ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLINU030

describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan

Elaboration (1) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum