Elaboration ACPMP102
using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
Elaboration | ACPMP102 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (4) ACLJAC166
drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues
Elaboration (4) | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC025
using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
Elaboration (1) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC025
creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
Elaboration (2) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLTUC074
telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
Elaboration (5) | ACLTUC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC108
telling the story of Türk halıları ve kilimleri in their own words, comparing their individual interpretations of the design, symbols and colours in the rug
Elaboration (5) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLASFC182
working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
Elaboration | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLFWC007
creating new dance sequences, paintings and visual designs to tell a story, incorporating elements of traditional design
Elaboration (4) | ACLFWC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC012
talking about how people are linked to song, story, dance and design through kinship systems
Elaboration (2) | ACLFWC012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU021
recognising significant symbols and features in the language and culture, for example, in song, visual design, dance moves
Elaboration (3) | ACLFWU021 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWC024
collaborating to design an item such as a language flag, artefact or logo that incorporates elements of importance to the language community
Elaboration (8) | ACLFWC024 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (10) ACLFWC050
telling the story of a painting rock art or etching in their own words, comparing their interpretations of the visual design, including the use of symbols and colours
Elaboration (10) | ACLFWC050 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC051
creating own art work (visual and performing) to convey a message, using selected arts elements, visual design and conventions as appropriate
Elaboration (5) | ACLFWC051 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC056
investigating and explaining the connections between rules, Law and kin systems, and how these can be demonstrated through visual design and performing arts
Elaboration | ACLFWC056 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU149
recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves
Elaboration (4) | ACLFWU149 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU086
recognising significant symbols and features in the target language, for example, in song, visual design, dance moves
Elaboration (4) | ACLFWU086 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACHEK030
exploring different external factors that influence business opportunities, such as government and government policy, competitors in the market, demographics, technological innovations in production processes and product design, economic conditions, globalisation, …
Elaboration (2) | ACHEK030 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACADRM036
Considering viewpoints – evaluations: For example – How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports your judgement about the drama?
Elaboration (2) | ACADRM036 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum
Elaboration (3) ACADRM051
exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
Elaboration (3) | ACADRM051 | Content Descriptions | Years 9 and 10 | Drama | 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?
Elaboration (4) | ACADRR052 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum