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Elaboration ACELY1700

planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

Elaboration ACELA1517

understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

Elaboration ACELA1541

understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style

Elaboration (1) ACELT1633

exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own

Elaboration (3) ACELA1569

understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

Elaboration (2) ACELT1639

exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

Elaboration ACMNA002

understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the ‘how many’ question

Elaboration ACMSP170

understanding that some data representations are more appropriate than others for particular data sets, and answering questions about those data sets

Elaboration (2) ACMMG220

using the enlargement transformation to establish similarity, understanding that similarity and congruence help describe relationships between geometrical shapes and are important elements of reasoning and proof

Elaboration (4) ACSSU077

recognising Aboriginal and Torres Strait Islander Peoples’ knowledge and understanding of evaporation and how the effect of evaporation can be reduced to conserve water, such as by covering surfaces (OI.2, OI.5)

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)

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