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Elaboration ACELA1506

learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’

Elaboration (2) ACELY1661

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

Elaboration ACELY1664

creating digital images and composing a story or information sequence on screen using images and captions

Elaboration ACELY1671

learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

Elaboration ACELY1677

drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Elaboration ACELY1715

editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience

Elaboration ACMNA018

using place-value patterns beyond the teens to generalise the number sequence and predict the next number

Elaboration (1) ACMMG244

performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.

Elaboration ACHASSI021

using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks

Elaboration ACHASSI076

creating a timeline by accurately placing information about key events or people in chronological order and explaining the sequence

Elaboration (1) ACHASSI125

developing flowcharts to show steps in a sequence (for example, the flow of goods and services, the passage of a bill through parliament)

Elaboration ACHASSI130

planning a project, campaign or enterprise around an identified challenge with specification of the sequence of tasks and activities, responsibilities and deadlines

Elaboration (2) ACHASSI155

developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)

Elaboration (3) ACHASSI155

modelling a system (for example, an ecosystem or hydrological cycle) and using it to explain the sequence of effects when elements are manipulated

Elaboration ACHHS182

placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns

Elaboration ACELT1794

collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

Elaboration ACMNA001

reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures

Elaboration (1) ACMNA001

identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built

Elaboration ACMMG272

performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next

Elaboration (2) ACHASSI027

using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)

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Cross Curriculum Priorities