Search

Elaboration (2) ACSSU004

learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in the world around them (OI.3, OI.5)

analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution

Elaboration ACDSEH055

investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)

Elaboration ACHGK071

describing the role of people’s environmental world views (for example, human-centred and earth-centred) in producing different attitudes and approaches towards environmental management

Elaboration (2) ACHGK041

examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value

Elaboration (2) ACHASSI127

discussing issues where there are, or were, a range of views and proposing reasons for different perspectives (for example, different opinions about the deportation of South Sea Islanders from 1901, the vote for women, how to manage an environment more …

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration (5) ACTDEK041

recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

Elaboration (1) ACHASSK177

describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)

Elaboration (1) ACHGS050

developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world

Elaboration (1) ACHASSI001

inquiring about the lives, places and events of family members and inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ and ‘What was I doing?’ in response to family photographs)

Elaboration (1) ACHGS051

using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world (for example, countries of the Asia region or of the Pacific region)

Elaboration (1) ACHASSI061

arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing in their community, the need to preserve an endangered species) and making effective use …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities