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Your search for "WA 0821 7001 0763 (FORTRESS) Variasi Warna Pintu Rumah Way Serdang Mesuji" returned 444 result(s)
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Elaboration ACDSEH009

describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)

literacy ethical-understanding critical-creative personal-social intercultural-understanding

Elaboration | ACDSEH009 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH007

describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)

intercultural-understanding ethical-understanding literacy critical-creative personal-social

Elaboration (1) | ACDSEH007 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH011

describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)

intercultural-understanding critical-creative literacy personal-social asia-australia

Elaboration | ACDSEH011 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH012

describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)

critical-creative ethical-understanding literacy intercultural-understanding personal-social asia-australia

Elaboration | ACDSEH012 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHCK063

comparing some examples of statutes and common laws and the way they are made and outlining the hierarchy of these different types of laws (for example, that statutes will override the common law)

literacy critical-creative ethical-understanding

Elaboration | ACHCK063 | Content Descriptions | Year 8 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHEK030

identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)

critical-creative ethical-understanding literacy

Elaboration (3) | ACHEK030 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

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)

critical-creative numeracy literacy intercultural-understanding asia-australia

Elaboration (1) | ACHES045 | Content Descriptions | Year 9 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACAMAM068

creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution

literacy information-communication personal-social critical-creative

Elaboration | ACAMAM068 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Elaboration (2) ACAVAM106

Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?

critical-creative

Elaboration (2) | ACAVAM106 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACLGEC027

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours such as the degree of formality or directness

Elaboration | ACLGEC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLINC044

describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often

Elaboration (1) | ACLINC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLITU055

investigating how media and digital technologies have changed the way Italian is used, for example, noticing the influence of English words in television programs, advertisements, and text messages

Elaboration | ACLITU055 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLMGU151

identifying the appropriate way to communicate things in Greek, for example, το αυτοκίνητο instead of το κάρο

Elaboration (2) | ACLMGU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLVIU170

exploring the way content is developed in different types of texts, and how ideas and information are structured, for example, headings, paragraphs, topic sentences, elaborations, topic/idea shifts

Elaboration (2) | ACLVIU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLVIC028

reflecting on choices made to present self to others in particular ways when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

Elaboration (3) | ACLVIC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Digital project: Organising ideas – ABOVE

Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …

Digital project: Organising ideas – ABOVE | Samples | Work samples | Resources

Digital project: Organising ideas - AT

Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …

Digital project: Organising ideas - AT | Samples | Work samples | Resources

Digital project: Organising ideas - BELOW

Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …

Digital project: Organising ideas - BELOW | Samples | Work samples | Resources

Interview - What was life like when you were young? - AT

Students had completed a unit of work comparing life in the past to the present. Students had learnt how to describe way of life, activities and leisure in the past, how to express opinions and use l’imparfait. Students were asked to write the script …

Interview - What was life like when you were young? - AT | Samples | Work samples | Resources

What was life like when you were young? - AT

Students had completed a unit of work comparing life in the past to that of the present. Students had learnt how to describe way of life, activities and leisure in the past using different tenses and how to express opinions. In this task, students were …

What was life like when you were young? - AT | Samples | Work samples | Resources

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