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ACLGEU017

Understand that language use is shaped by and reflects the values, ideas and norms of a community[Key concepts: attitudes, social norms, values; Key processes: observing, comparing, connecting]

Elaborations ScOT Terms

reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)

Elaboration ACHCS098

identifying the values, motivations and contexts which underpin different interpretations about civics and citizenship topics and issues

Elaboration ACELT1633

exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from the students’ own

Elaboration ACHASSK179

investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)

Elaboration (1) ACHASSK179

investigating the significant beliefs, values and practices of Indian society (for example, associated with rites of passage for boys and men; rites of passage for girls and women; marriage rites such as the role of the family and religious ceremon …

Elaboration (2) ACHASSK179

investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)

Elaboration ACDSEH036

investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)

Elaboration (1) ACDSEH036

investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)

Elaboration ACDSEH045

investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rit …

Elaboration (1) ACDSEH045

investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)

Elaboration (1) ACHHS212

identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it

Elaboration ACHCK052

identifying values shared by Australians and deciding which ones could also be considered universal values

Elaboration (1) ACHCK052

identifying how human rights values are consistent with Australian values

Elaboration ACHGS080

reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)

Elaboration ACHASSK197

identifying values shared by Australians and deciding which ones could also be considered universal values

Elaboration ACHHS155

describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society

Elaboration (1) ACDSEH121

comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)

Elaboration ACDSEH149

describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism

Elaboration ACHGS054

reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)

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Cross Curriculum Priorities