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Elaboration ACHASSK084

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

Elaboration (1) ACHCK079

exploring the concept of ‘the common good’ using examples of how religious groups participate to foster interfaith understanding or social justice

analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and …

Elaboration (1) ACELA1515

recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups …

Elaboration (5) ACTDEK034

evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders

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 (4) ACHASSK084

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

Elaboration ACPPS024

examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different

Elaboration (4) ACAMAR071

analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including …

Elaboration (4) ACAMAM067

exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television

Elaboration ACHASSI162

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 (2) ACHASSI162

explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups

Elaboration (3) ACTDEK003

identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating

Elaboration ACHGK065

comparing students' perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous …

Elaboration ACELA1560

investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that …

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 ACHCK080

analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness

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 ACHASSK188

investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, rural to urban migration, retiree tree change and families …

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