Elaboration (1) ACLGEU167
analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
Elaboration (1) | ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLMGU031
applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
Elaboration | ACLMGU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
F-6/7 Humanities and Social Sciences - Years 3 and 4
Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration (3) ACLINU068
examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …
Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLINC087
giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja
Elaboration (2) | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLASFU012
noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
Elaboration | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU030
describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th
Elaboration (7) | ACLASFU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU228
identifying a sign's handshape and its orientation, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist)
Elaboration (1) | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU032
distinguishing between yes/no questions and wh- questions and noticing that each type of question has different NMFs
Elaboration (6) | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU068
analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
Elaboration (3) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU175
identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
Elaboration (4) | ACLASFU175 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLFWU080
recognising that writing, like speech, is rule-bound and involves following the conventions according to text type
Elaboration (4) | ACLFWU080 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLCLE005
reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references
Elaboration | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLCLE035
reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar and cultural references
Elaboration | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
F-6/7 Humanities and Social Sciences - Years 3 and 4
Year 3 Knowledge and understanding Geography Content descriptions and elaborations The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there and people’s …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
ACMMM149
determine and use the probabilities \(\mathrm P\left(\mathrm X=\mathrm r\right)=\begin{pmatrix}\mathrm n\\\mathrm r\end{pmatrix}\mathrm p^\mathrm r{(1-\mathrm p)}^{\mathrm n-\mathrm r}\) associated with the binomial distribution with parameters \(n\) …
ACMMM149 | Content Descriptions | Unit 3 | Mathematical Methods | Mathematics | Senior secondary curriculum
Digital project: Bee-Bot - ABOVE
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - ABOVE | Samples | Work samples | Resources
Elaboration (1) ACMNA051
explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
Elaboration (1) | ACMNA051 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Elaboration (1) ACELT1805
transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
Elaboration (1) | ACELT1805 | Content Descriptions | Year 7 | English | F-10 curriculum
Elaboration ACAMAR065
identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
Elaboration | ACAMAR065 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum