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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)

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 (2) ACHASSK198

identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)

Elaboration (1) ACHGS054

proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)

Elaboration (4) ACHCK053

identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)

Elaboration ACHCK076

examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns

Elaboration (5) ACAMUM081

learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

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 (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 (1) ACTDEP036

considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community

Elaboration (4) ACTDEK041

constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures

Elaboration ACPMP085

examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia

Elaboration (2) ACLARU013

recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف

Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (3) ACLHIC002

responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory

Elaboration (3) ACLHIC029

creating drawings or photo displays that show their connections with family, friendship groups and communities, writing captions of words or phrases that they associate with each group

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

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Cross Curriculum Priorities