Elaboration (1) ACLCLE019

reciting or presenting extracts from Classical Greek texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, excerpts from Homer’s Iliad, Pindar’s victory odes

Elaboration (1) | ACLCLE019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACDSEH128

explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first …

Elaboration | ACDSEH128 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLFRC043

adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou

Elaboration (3) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLHIU084

recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as sister, ताई, to women’s names by Marathi speakers and देवी to married …

Elaboration (3) | ACLHIU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (6) ACLHIU120

recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as ताई to women’s names by Marathi speakers and देवी to married women’s …

Elaboration (6) | ACLHIU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLTUC018

exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız …

Elaboration (4) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (5) ACLVIC023

discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their …

Elaboration (5) | ACLVIC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Elaboration (1) | ACELA1432 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Elaboration | ACELA1818 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1819

blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

Elaboration (2) | ACELA1819 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1469

comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators

Elaboration | ACELA1469 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELY1678

identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented

Elaboration | ACELY1678 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration ACELY1699

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Elaboration | ACELY1699 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

Elaboration (1) | ACELT1640 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (5) ACSSU076

investigating the effect of contact and non-contact forces on the movement of objects in traditional Aboriginal and Torres Strait Islander children’s instructive toys and games (OI.5)

Elaboration (5) | ACSSU076 | Content Descriptions | Year 4 | Science | F-10 curriculum

Elaboration ACSIS066

making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)

Elaboration | ACSIS066 | Content Descriptions | Year 4 | Science | F-10 curriculum

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) | ACSHE134 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (3) ACHASSI003

creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures; using objects to create bird’s eye view models)

Elaboration (3) | ACHASSI003 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration (1) | ACHASSK032 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK083

studying early archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the long and continuous connection of Aboriginal Peoples to Country

Elaboration (2) | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum