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Elaboration (1) ACELY1667

preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics

Elaboration ACELY1701

explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text

Elaboration (2) ACELT1637

taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work

Elaboration (1) ACHASSI026

describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration ACHASSI042

reflecting on their increasing knowledge of special places and natural systems in their local area and, whether their ideas about and behaviours have changed as a result of greater understanding

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Elaboration (3) ACHASSI104

assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)

Elaboration ACHGS047

developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

Elaboration (3) ACTDEK004

exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area

Elaboration (4) ACTDEK034

evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area

Elaboration (7) ACLASFC242

researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings

Elaboration (4) ACLCHC211

participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction

Elaboration (5) ACLFWC006

listening to Elders/community members telling stories from the local area, and responding by retelling parts of the story, for example, in the sand, in dot paintings, or through performance

Elaboration (6) ACLFWC091

giving and following directions, for example, how to get to key community facilities such as the store, football ground or school, using maps or images of the relevant area

Measurement and geometry: Equal areas – WS8

Students were asked to justify the conditions for when a kite and a trapezium would have the same area.

Measurement and geometry: Equal areas – WS8 | Samples | Mathematics proficiencies | Resources

Di Pasar - role play - AT

Students were asked to prepare a dialogue between a fruit vendor and buyer at the market. Students were given class time to create, practise and memorise the script of the dialogue. Students were asked to act out their dialogue bargaining for fruit at …

Di Pasar - role play - AT | Samples | Work samples | Resources

Written instructions – Environmental games - BELOW

As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …

Written instructions – Environmental games - BELOW | Samples | Work samples | Resources

Demonstration, verbal and written response: Tactics - BELOW

The teacher taught a five-week unit which included striking and fielding, target, net/court and invasion games. Handball was a small part of an overall unit of work which involved students demonstrating their skills and their understanding of tactics. Students …

Demonstration, verbal and written response: Tactics - BELOW | Samples | Work samples | Resources

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