Search

Elaboration (1) ACHASSK137

investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

Elaboration ACDSEH024

outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)

Elaboration (1) ACDSEH024

identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)

Elaboration ACDSEH110

evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)

Elaboration (1) ACDSEH147

analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs

Elaboration ACHGK071

describing the role of people’s environmental world views (for example, human-centred and earth-centred) in producing different attitudes and approaches towards environmental management

Elaboration (2) ACHGK071

discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes

Elaboration (1) ACHCS098

developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)

Elaboration (1) ACHES045

using data to make predictions about future trends (for example, the way businesses operate in the global economy or trends in Australia’s trade with countries of the Asia region)

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

Elaboration (3) ACADAM013

Considering viewpoints – meanings and interpretations: For example – What was the choreographer’s stated intent for this dance? What ideas did you think the dance expressed?

Considering viewpoints – philosophies and ideologies: What philosophical, ideological or political perspectives does the dance work represent, or how do these perspectives affect the audience’s interpretation?

Elaboration ACADAM024

performing dances with an awareness of a choreographer’s intent and style, including contemporary Australian choreographers such as Frances Rings or Stephen Page (Bangarra Dance Theatre)

Elaboration ACAMAM069

selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style

Elaboration (2) ACAMAM076

refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience

Elaboration (1) ACAVAM122

justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book

Elaboration (3) ACAVAR124

Considering viewpoints – philosophies and ideologies: For example – Do the artist’s past experiences influence the work? Why do you prefer this form?

Elaboration (1) ACLARC129

describing elements of Arabic language that are different from English, including gestures such as patting the heart a few times to indicate ‘That’s enough, thank you…’

Elaboration (2) ACLFRU087

understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters

Elaboration (2) ACLFRC116

analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities