ACHASSK198
How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa
Elaborations ScOT Terms
ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK071
considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
Elaboration (2) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI102
Work in groups to generate responses to issues and challenges
Elaborations ScOT Terms
ACHASSI102 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI130
Work in groups to generate responses to issues and challenges
Elaborations ScOT Terms
ACHASSI130 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSI074
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) | ACHASSI074 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK137
The contribution of individuals and groups to the development of Australian society since Federation
Elaborations ScOT Terms
ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK173
Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion
Elaborations ScOT Terms
ACHASSK173 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK178
Roles of key groups in Indian or Chinese society in this period, including the influence of law and religion
Elaborations ScOT Terms
ACHASSK178 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK063
exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)
Elaboration (3) | ACHASSK063 | Content Descriptions | Year 3 | 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 (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 (1) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK198
identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)
Elaboration (2) | ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK119
explaining reasons for differences in needs and wants for different groups
Elaboration (2) | ACHASSK119 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
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)
Elaboration (3) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK137
considering notable individuals in Australian public life across a range of fields (for example, the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn …
Elaboration (2) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK192
developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including …
Elaboration (1) | ACHASSK192 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK093
The different cultural, religious and/or social groups to which they and others in the community belong
Elaborations ScOT Terms
ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK093
listing and comparing the different beliefs, traditions and symbols used by groups
Elaboration (1) | ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI132
suggesting a course of action on a global issue that is significant to them and describing how different groups could respond
Elaboration (2) | ACHASSI132 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
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 | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum