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Elaboration ACHASSK118

discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)

ACHASSI102

Work in groups to generate responses to issues and challenges

Elaborations ScOT Terms

ACHASSI130

Work in groups to generate responses to issues and challenges

Elaborations ScOT Terms

Elaboration (2) ACHASSK119

explaining reasons for differences in needs and wants for different groups

Elaboration (3) ACHASSK137

considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

Elaboration (4) ACHASSK090

exploring the work of groups and organisations which manage natural resources and/or waste

Elaboration (1) ACHASSK093

listing and comparing the different beliefs, traditions and symbols used by groups

Elaboration ACHASSK072

identifying groups in the local community or through a virtual community and exploring their purpose

Elaboration ACHASSK093

identifying diversity through the different social, cultural and religious groups students belong to

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

Elaboration ACHASSK083

mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)

Elaboration ACHASSK084

identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery

Elaboration ACHASSK085

investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported

Elaboration (2) ACHASSI101

exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures

Elaboration (3) ACHASSK063

exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)

Elaboration (3) ACHASSK066

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

Elaboration (1) ACHASSK083

recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples

Elaboration (1) ACHASSK137

investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

Elaboration ACHASSI052

posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community ('Who?', 'What?', 'When?', 'Where?', 'Why?')

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities