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Elaboration ACHCK090

categorising the key features of Australia’s system of government (for example, democratic elections and the separation of powers) and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India …

literacy ethical-understanding intercultural-understanding critical-creative asia-australia

Elaboration | ACHCK090 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHEK017

exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand

literacy ethical-understanding critical-creative

Elaboration (2) | ACHEK017 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHEK020

investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)

literacy critical-creative

Elaboration | ACHEK020 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACADAM006

developing body awareness and refining technical skills of body control, accuracy, alignment, strength, balance and coordination in fundamental movements in response to teacher’s feedback and observation of other dancers’ technical skills

personal-social

Elaboration (1) | ACADAM006 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM013

experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s …

critical-creative literacy

Elaboration | ACADAM013 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (3) ACADAM015

applying safe dance practice strategies in consideration of their own body’s and others’ capabilities when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment

personal-social

Elaboration (3) | ACADAM015 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACADRR052

Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?

critical-creative

Elaboration (4) | ACADRR052 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRR053

Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?

critical-creative

Elaboration (3) | ACADRR053 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum

Elaboration (1) ACAMAR079

investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of …

literacy critical-creative personal-social

Elaboration (1) | ACAMAR079 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACAVAR130

Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?

critical-creative

Elaboration (3) | ACAVAR130 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum

Elaboration (5) ACTDEK032

recognising the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia when critiquing and exploring food and fibre production

numeracy personal-social literacy critical-creative intercultural-understanding information-communication asia-australia

Elaboration (5) | ACTDEK032 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIP018

applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to …

information-communication critical-creative

Elaboration (1) | ACTDIP018 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (4) ACTDIP028

applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged …

literacy critical-creative information-communication

Elaboration (4) | ACTDIP028 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (4) ACTDIP039

applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access …

literacy information-communication critical-creative

Elaboration (4) | ACTDIP039 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACPMP083

measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components

numeracy critical-creative personal-social hbpa

Elaboration (1) | ACPMP083 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (3) ACLARC123

gathering information about other people’s interests, for example, through conducting interviews or surveys about weekend activities, and selecting specific information to include in a short report

Elaboration (3) | ACLARC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARC175

conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic …

Elaboration (1) | ACLARC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLFRC010

comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family

Elaboration (1) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC021

requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…

Elaboration (1) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC021

using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas

Elaboration (4) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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