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Elaboration (1) ACHHS187

explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)

Elaboration ACHGS047

developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

Elaboration (1) ACHGS080

explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development

Elaboration ACAMAM076

creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions

Elaboration (1) ACPPS074

understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content

Elaboration (2) ACLARU117

explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom

Elaboration (3) ACLARC145

creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

Elaboration (1) ACLARU182

understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices

Elaboration (13) ACLARU013

understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛

Elaboration ACLARU014

understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions

Elaboration (2) ACLARU017

understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles

Elaboration (8) ACLARU029

using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

Elaboration ACLFRU017

understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language

Elaboration (9) ACLFRF049

using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!

Elaboration (11) ACLFRU085

understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…

Elaboration (2) ACLFRU087

understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters

Elaboration (4) ACLFRU106

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

Elaboration ACLFRU121

understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne

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