Elaboration (2) ACLITC063

experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …

Elaboration (2) | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Design and Technologies - Years 3 and 4

Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …

Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Science - Years 7 and 8

Year 7 Science Understanding Biological sciences Content description with elaborations: Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112) constructing and interpreting …

Science - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

History - Years 7 and 8

Year 7 Historical knowledge and understanding Investigating the ancient past   The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical features …

History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 3 and 4

Year 4 Design and technologies knowledge and understanding Content descriptions with elaborations Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, …

Design and Technologies - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Elaboration ACSHE136

describing how technologies have been applied to modern farming techniques to improve yields and sustainability

Elaboration | ACSHE136 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (4) ACSHE194

considering how the computing requirements in many areas of modern science depend on people working in the area of information technology

Elaboration (4) | ACSHE194 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACLARU186

considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts

Elaboration (2) | ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLKOU017

viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean script, for example •, ᅙ, ᅀ

Elaboration | ACLKOU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLMGU135

understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora

Elaboration (1) | ACLMGU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLVIC146

producing and performing short scripted plays to retell a traditional folk tale in a modern context

Elaboration (2) | ACLVIC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLINU068

examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …

Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLINC087

giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja

Elaboration (2) | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (12) ACLINU047

extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

Elaboration (12) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLINC057

exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences, for example, Isu-isu remaja sama di Indonesia; Lingkungan …

Elaboration (3) | ACLINC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLINC071

participating in discussions using language to express opinions, for example, Kamu merasa bagaimana?, dibandingkan, di satu pihak…di lain pihak, Saya tidak heran karena…, perspektif saya berubah, dari segi lain…

Elaboration (1) | ACLINC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (5) ACLINU081

recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko

Elaboration (5) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLITC026

sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images

Elaboration (2) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC078

contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe …

Elaboration | ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC079

participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto

Elaboration | ACLITC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum