Elaboration ACHASSI160
designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes
Elaboration | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI162
explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
Elaboration (2) | ACHASSI162 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHGS054
proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)
Elaboration (1) | ACHGS054 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration ACPPS022
creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school
Elaboration | ACPPS022 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACLITU014
noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
Elaboration (2) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACTDEP025
representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
Elaboration (3) | ACTDEP025 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACLFRC082
discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, (for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual …
Elaboration (3) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLINC070
participating in real and simulated transactions and considering ethical and/or competitive dimensions, for example, bargaining over the price of a watch, the service of a pembantu, or the price of a bride in Dayak communities
Elaboration (3) | ACLINC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACLKOC200
discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual …
Elaboration (5) | ACLKOC200 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACWSCL034
exploring factors impacting on work challenges and opportunities, including globalisation, the increasing economic influence of the Asia region, the need for more sustainable patterns of living, technological advances and knowledge-intensive service …
Elaboration (2) | ACWSCL034 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration (7) ACLCLE005
exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
Elaboration (7) | ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLASFC065
comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
Elaboration | ACLASFC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACELA1485
using sound and visual spelling strategies to explore less common letter patterns after a short vowel, for example words that end in ‘dge’ such as ‘badge’, ‘edge’, ‘fridge’, ‘dodge’ and ‘smudge’
Elaboration | ACELA1485 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACMMG200
establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
Elaboration (1) | ACMMG200 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum
Elaboration (3) ACHASSK031
describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
Elaboration (3) | ACHASSK031 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSI073
asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)
Elaboration | ACHASSI073 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK149
explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))
Elaboration | ACHASSK149 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHHS170
graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
Elaboration | ACHHS170 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACAVAM106
identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
Elaboration (4) | ACAVAM106 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACLGEC127
comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town
Elaboration (3) | ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum