Elaboration (2) ACLITC077

sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …

Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (5) ACLASFU014

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example, CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (5) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFU104

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (8) | ACLASFU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU140

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (5) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (14) ACLASFU230

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (14) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACHGK078

identifying the trends in gross domestic product (GDP) and GDP per capita over time in the selected country or region and their relationship with trends in measures of wellbeing

Elaboration (1) | ACHGK078 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (8) ACLITC001

using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!

Elaboration (8) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (11) ACLASFU102

recognising that some signs are iconic, that is, provide a visual image of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE

Elaboration (11) | ACLASFU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLITC059

describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo …

Elaboration (2) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACHASSK182

describing how water is an available resource when it is groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water) and treated or recycled (grey water), and a potential resource when it exists as salt water, ice …

Elaboration (1) | ACHASSK182 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACMMG290

recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

Elaboration (2) | ACMMG290 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

Elaboration (1) ACHASSK193

identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …

Elaboration (1) | ACHASSK193 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHHS172

analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution

Elaboration (1) | ACHHS172 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHCK048

identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …

Elaboration (4) | ACHCK048 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACTDEP006

communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

Elaboration (1) | ACTDEP006 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACHASSK139

investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region

Elaboration (1) | ACHASSK139 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHGK076

identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measu …

Elaboration (1) | ACHGK076 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHGS074

using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies

Elaboration (1) | ACHGS074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLITC004

participating in class activities and following instructions, for example, Siediti/Sedetevi, per favore. Apri il quaderno. Chiudi la porta, Tira la palla

Elaboration (3) | ACLITC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC041

visiting a café, deli or other store and participating in transactions, for example, Buongiorno, vorrei un etto di... per piacere. Quanto costa? È troppo caro/costoso

Elaboration | ACLITC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum