Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLCHC035

supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言

Elaboration (4) | ACLCHC035 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Design and Technologies - Foundation to Year 2

Year 2 Design and technologies knowledge and understanding Content descriptions with elaborations Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs …

Design and Technologies - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Elaboration (1) ACMMG044

constructing arrangements of objects from a set of directions

Elaboration (1) | ACMMG044 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMSP278

using the standard deviation to describe the spread of a set of data

Elaboration | ACMSP278 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum

Elaboration ACHASSK071

developing and justifying a set of fair rules and consequences for the class

Elaboration | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …

Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate …

Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources

ACMMM050

use set language and notation for events, including \(\overline A\) (or \(A'\)) for the complement of an event \(A,\) \(A?B\) for the intersection of events \(A\) and \(B\), and \(A?B\) for the union, and recognise mutually exclusive events

ACMMM050 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum

Elaboration (4) ACLFWC154

preparing and displaying a set of agreed classroom procedures

Elaboration (4) | ACLFWC154 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWC090

contributing to the creation and display of a set of class rules

Elaboration (5) | ACLFWC090 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACMNA032

identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

Elaboration (1) | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Respectful relationships | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Digital media literacy | Dimensions | Curriculum connections | Resources

Digital Technologies - Years - 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years - 7 and 8 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLINC053

expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing …

Elaboration (2) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum