ACHASSK109
The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony
Elaborations ScOT Terms
ACHASSK109 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK118
How people with shared beliefs and values work together to achieve a civic goal
Elaborations ScOT Terms
ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK107
The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed
Elaborations ScOT Terms
ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK114
The impact of bushfires or floods on environments and communities, and how people can respond
Elaborations ScOT Terms
ACHASSK114 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI094
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges
Elaborations ScOT Terms
ACHASSI094 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (6) ACHASSK113
investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it
Elaboration (6) | ACHASSK113 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK111
The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia
Elaborations ScOT Terms
ACHASSK111 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK112
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places
Elaborations ScOT Terms
ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI100
analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, …
Elaboration (1) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI104
assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
Elaboration (3) | ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSI101
acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship …
Elaboration (4) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK111
researching the changes made by people to a particular environment in a country in Europe and a country in North America
Elaboration (2) | ACHASSK111 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI096
constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time …
Elaboration (1) | ACHASSI096 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK113
comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia
Elaboration | ACHASSK113 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK118
discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)
Elaboration | ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK107
discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)
Elaboration (2) | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK117
identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)
Elaboration (1) | ACHASSK117 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI101
exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, …
Elaboration (3) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI097
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines
Elaborations ScOT Terms
ACHASSI097 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK110
investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s (for example, explorers, farmers, pastoralists, miners, inventors, writers, artists, humanitarians, religious and spiritual leaders, political …
Elaboration | ACHASSK110 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum