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Elaboration (2) ACHASSK193

describing the role of the Governor-General and the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts

Elaboration (4) ACHASSK193

discussing how ministers are subject to the scrutiny of other Members of the Parliament led by an officially recognised opposition

Elaboration ACDSEH004

describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)

Elaboration ACDSEH005

describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

Elaboration (2) ACHHS208

identifying information within a source that can be used as evidence to support an interpretation

Elaboration (1) ACHHS209

discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)

using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')

Elaboration (1) ACHHS213

describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts

Elaboration (3) ACDSEH047

describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)

Elaboration ACDSEH011

describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)

Elaboration (1) ACDSEH065

describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)

Elaboration ACHHS151

compiling a list of different sources needed in an inquiry and their possible locations

Elaboration (1) ACHHS154

distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)

Elaboration (1) ACDSEH017

explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities

Elaboration ACHHS166

developing questions about aspects of the past that require historical argument

Elaboration ACHHS169

explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos

Elaboration (1) ACHHS187

explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)

Elaboration ACHGK038

explaining how the movement of water through the environment connects places (for example, the melting of snow in spring feeding rivers and dams downstream)

Elaboration ACHGK042

explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods

Elaboration (1) ACHGS054

proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)

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