Search

Elaboration (3) ACTDIK034

explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer

Elaboration (5) ACTDIK034

explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data

Elaboration ACTDIK035

explaining how simple compression schemes reduce the size of repetitive data, for example how run length encoding reduces the size of images

Elaboration (1) ACTDIK035

explaining the difference between lossy and lossless compression, for example the difference between JPEG and PNG images

Elaboration (2) ACTDIK035

explaining codecs for audio-visual compression, for example common codecs for video formats

Elaboration (3) ACPPS016

discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger

Elaboration (4) ACPPS022

explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

Elaboration ACPMP032

explaining why rules are needed in games and physical activities

Elaboration (2) ACPMP032

explaining how rules contribute to fair play and applying them in group activities

Elaboration (3) ACPPS033

explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things

Elaboration ACPMP069

explaining why infringements result in consequences such as a penalty or free pass

Elaboration (4) ACPMP084

explaining how individual or team performance has improved through modifications to effort, space and time

Elaboration ACPMP087

explaining and justifying the movement concepts and strategies selected in response to movement challenges

Elaboration (2) ACPMP087

identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts

Elaboration (3) ACLARC110

demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement

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

reflecting on and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning

Elaboration (2) ACLARC138

making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example,أنا أحب أن أكون الطبيب؛ لماذا لا تكون أنت المعلم؟ لماذا لا تأخذ دور النادل في المطعم؟ دوري طبيب لأنني أحب أن أكون طبيباً في المستقبل؛ خذي …

Elaboration (1) ACLARC142

responding to questions about characters in different types of imaginative texts, such as films or cartoons, by listing words or expressions associated with the character’s personality and explaining how they can or cannot relate to them, for example,شخصية …

Elaboration ACLARC146

explaining changes they make when moving between English- and Arabic-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Arabic by using لو سمحت؛ من فضلك؛ أرجوك, or how they use different introductions …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements