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Elaboration (3) ACLFWU021

recognising significant symbols and features in the language and culture, for example, in song, visual design, dance moves

Elaboration (3) | ACLFWU021 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (8) ACLFWC024

collaborating to design an item such as a language flag, artefact or logo that incorporates elements of importance to the language community

Elaboration (8) | ACLFWC024 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (10) ACLFWC050

telling the story of a painting rock art or etching in their own words, comparing their interpretations of the visual design, including the use of symbols and colours

Elaboration (10) | ACLFWC050 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWC051

creating own art work (visual and performing) to convey a message, using selected arts elements, visual design and conventions as appropriate

Elaboration (5) | ACLFWC051 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWC056

investigating and explaining the connections between rules, Law and kin systems, and how these can be demonstrated through visual design and performing arts

Elaboration | ACLFWC056 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU149

recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves

Elaboration (4) | ACLFWU149 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLFWU086

recognising significant symbols and features in the target language, for example, in song, visual design, dance moves

Elaboration (4) | ACLFWU086 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (7) ACSSU182

investigating aspects of heat transfer and conservation in the design of Aboriginal and Torres Strait Islander Peoples’ bedding and clothing in the various climatic regions of Australia (OI.5, OI.7)

aboriginal-torres

Elaboration (7) | ACSSU182 | Content Descriptions | Year 9 | Science | F-10 curriculum

Elaboration (6) ACADRM037

planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal

literacy critical-creative numeracy

Elaboration (6) | ACADRM037 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum

Elaboration (5) ACAVAM111

manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition

information-communication critical-creative

Elaboration (5) | ACAVAM111 | Content Descriptions | Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACAVAR117

making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement

literacy critical-creative personal-social

Elaboration | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Elaboration ACAVAM128

analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation

literacy critical-creative information-communication personal-social

Elaboration | ACAVAM128 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (2) ACTDEK001

making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

critical-creative literacy personal-social

Elaboration (2) | ACTDEK001 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (4) ACTDEK003

exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment

literacy critical-creative intercultural-understanding asia-australia

Elaboration (4) | ACTDEK003 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEP007

using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment

critical-creative numeracy sustainability

Elaboration | ACTDEP007 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (3) ACTDEK019

reflecting on the importance of aesthetics, function and sustainability in product design, for example a textile product that gives protection and is appealing; a motor that moves a vehicle and uses a sustainable power source

critical-creative literacy information-communication sustainability

Elaboration (3) | ACTDEK019 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEK020

deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design

critical-creative literacy information-communication numeracy

Elaboration | ACTDEK020 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEP026

matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit

critical-creative

Elaboration | ACTDEP026 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDEK029

investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia

literacy critical-creative ethical-understanding information-communication asia-australia sustainability

Elaboration (1) | ACTDEK029 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDEP035

investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture

information-communication critical-creative personal-social literacy

Elaboration (2) | ACTDEP035 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

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