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Elaboration (4) ACSSU094

investigating Aboriginal and Torres Strait Islander Peoples’ knowledge and understanding of the physical conditions necessary for the survival of certain plants and animals in the environment (OI.2, OI.3)

Elaboration (1) ACSHE134

discovering how people’s understanding of the nature of matter has changed over time as evidence for particle theory has become available through developments in technology

Elaboration (1) ACSHE226

considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled medical science to replace or repair organs

Elaboration (3) ACSIS170

acknowledging and identifying the relationship between First Peoples’ knowledges and contemporary science and the co-contributions in arriving at shared understanding when working “both-ways”

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

Elaboration (2) ACHASSI039

identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)

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

Elaboration ACHASSI078

decoding the meaning of symbols and emblems associated with Australian history, geography and civic life and applying an understanding of conventions, vocabulary and symbols when interpreting large-scale maps

Elaboration ACHHS171

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)

Elaboration (1) ACHHS187

explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)

Elaboration ACHHS189

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)

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 (1) ACHGS080

explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development

Elaboration ACAMAM076

creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions

Elaboration (1) ACPPS074

understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content

Elaboration (2) ACLARU117

explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom

Elaboration (3) ACLARC145

creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

Elaboration (1) ACLARU182

understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices

Elaboration (13) ACLARU013

understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛

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