Elaboration ACPMP008

performing locomotor skills in any direction from one point to another

Elaboration | ACPMP008 | Content Descriptions | Foundation Year | Health and Physical Education | F-10 curriculum

Elaboration (3) ACPMP025

demonstrating how to transfer weight from one part of the body to another

Elaboration (3) | ACPMP025 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum

Elaboration ACPMP027

inventing games with rules using one or two pieces of equipment

Elaboration | ACPMP027 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum

Elaboration (1) ACPMP099

transferring skills learnt in one movement situation to a different situation

Elaboration (1) | ACPMP099 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum

Elaboration (3) ACLHIU053

reflecting on the impact on their lives and on their sense of identity of speaking more than one language

Elaboration (3) | ACLHIU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLJAU121

understanding that one kana represents a basic unit of Japanese sound

Elaboration (1) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC170

reflecting on challenges associated with transferring meaning from one language to another

Elaboration (3) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLTUU016

recognising that languages continuously change and borrow from one another

Elaboration | ACLTUU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Elaboration | ACELY1649 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1472

discussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is ‘one who paints’

Elaboration | ACELA1472 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (1) ACELY1675

recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others

Elaboration (1) | ACELY1675 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACMNA071

using the four operations with pairs of odd or even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations

Elaboration | ACMNA071 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

Elaboration (7) ACLASFU068

identifying clauses that are linked equally and unequally, where one clause depends on another

Elaboration (7) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC109

recounting events involving more than one person using constructed action

Elaboration (6) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLFWC159

identifying words and phrases that have more than one literal meaning

Elaboration (3) | ACLFWC159 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWC095

identifying words and phrases that have more than one literal meaning

Elaboration (3) | ACLFWC095 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLASFU051

examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used

Elaboration | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU105

recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning

Elaboration | ACLASFU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU159

recognising that texts are made up of one or more clauses, which have one or more signs in them and which together make meaning

Elaboration | ACLASFU159 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU231

recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning

Elaboration | ACLASFU231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum