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Elaboration (5) ACTDEK029

identifying needs and new opportunities for design and enterprise, for example promotion and marketing of designed solutions

Elaboration (1) ACTDEK031

experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength

Elaboration ACTDEP036

using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas

Elaboration (2) ACTDEP038

evaluating designed solutions and processes and transferring new knowledge and skills to future design projects

Elaboration ACTDEK047

examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet

Elaboration (3) ACTDEP050

explaining safe working practices required for a specific classroom design project for individual or community use

Elaboration (2) ACTDEP051

evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success

Elaboration (4) ACTDEP051

reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects

Elaboration (3) ACTDIP028

presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class

Elaboration (3) ACLHIC023

working together to design posters or web pages to promote a cultural event or regional profile

Elaboration (4) ACLINC028

creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

Elaboration (4) ACLSPC155

creating a self-profile such as an avatar or montage with self-introduction, making choices about the design, content and language used

Elaboration (5) ACLTUC053

working together to design a web page to support information exchange between themselves and young Turkish-speakers in different contexts

viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their own experiences to those described by deaf children and adults in the footage

Elaboration (3) ACLASFC226

viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage

Elaboration (3) ACLCHC081

using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起

Elaboration (5) ACLCHC194

using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起

Elaboration (1) ACLCLU013

understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)

Elaboration (7) ACLFRU085

being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs

Elaboration ACLJAC003

using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。

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