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Elaboration (1) ACHCK067

exploring the extent of ethnic diversity in Australia

Elaboration (2) ACHGK058

exploring the changing cultural diversity of the Australian population

Elaboration (2) ACHASSI102

participating in a relevant democratic process (for example, in class votes, mock parliament, school decision-making processes such as student councils)

Elaboration (2) ACHASSK188

comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability

Elaboration (2) ACHGK043

comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability

Elaboration ACHGK076

examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)

Elaboration ACHASSK093

identifying diversity through the different social, cultural and religious groups students belong to

Elaboration (3) ACHCS084

applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead

Elaboration (2) ACHASSI101

exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures

Elaboration (3) ACHASSI132

reflecting on the civic activities that students can participate in and the benefits of active and informed citizenship, including the significance of understanding cultural diversity

Elaboration (1) ACHGS059

using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples

Elaboration (2) ACHCK051

exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam

Elaboration ACHCS055

using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics

explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))

Elaboration ACHGK058

identifying and explaining the main types and patterns of international migration (for example, permanent migration, temporary labour migration, student migration, forced migration (including refugees) and family reunion)

Elaboration (1) ACHASSK138

exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns

Elaboration (3) ACHASSK196

exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam

Elaboration (2) ACHASSI058

examining the meaning of diversity using examples drawn from their community (such as celebrations and commemorations), drawn from other countries (such as environments, climate, lifestyle, settlement) and from the experiences of their peers (such as …

Elaboration (3) ACHASSK069

investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country

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)

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