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Elaboration ACHASSK178

creating a graphic representation of the social structure of Chinese or Indian society

Elaboration (3) ACHASSI161

applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative

ACHASSK166

Key features of ancient societies (farming, trade, social classes, religion, rule of law)

Elaborations ScOT Terms

interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)

Elaboration ACHASSK201

investigating well-known or familiar successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, …

Elaboration ACHASSI152

developing and revising questions to frame, guide and redirect geographical, historical and social inquiries or stages of an enterprise project

Elaboration (1) ACHASSI159

evaluating data from a survey to draw conclusions about a current political, social, environmental or business event or issue

Elaboration (1) ACHASSK187

explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard

Economics and Business Achievement Standards HASS Year 5

By the end of Year 5, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers. Students identify individual strategies that can …

Geography Achievement Standard HASS Year 7

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how characteristics of places are perceived and valued differently. They explain interconnections between people and places and people and …

Elaboration (1) ACHASSK085

investigating attitudes to the poor, the treatment of prisoners at that time, and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards

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) ACHASSK173

examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women and slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)

Elaboration (3) ACHASSK173

examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance

Elaboration (2) ACHASSK178

explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants

Elaboration (2) ACHASSK183

investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)

Economics and Business Achievement Standards HASS Year 6

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise …

Economics and Business Achievement Standards HASS Year 7

By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They …

Elaboration (4) ACHASSI163

using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours …

Elaboration (2) ACHASSI041

discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious …

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General Capabilities

Cross Curriculum Priorities