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Elaboration ACELT1639

investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’

Elaboration (3) ACELT1640

reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Elaboration ACMMG140

considering the history and significance of pyramids from a range of cultural perspectives including those structures found in China, Korea and Indonesia

Elaboration (5) ACSSU096

researching Aboriginal and Torres Strait Islander peoples’ cultural stories that provide evidence of geological events (OI.3)

Elaboration (6) ACSIS165

acknowledging cultural heritage protection Acts as they relate to Aboriginal and Torres Strait Islander peoples in planning field investigations

Elaboration (3) ACSIS206

acknowledging the need to critically analyse scientific literature for potential cultural bias towards Aboriginal and Torres Strait Islander Peoples

Elaboration (2) ACHASSK045

identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

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 ACHASSI074

identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different

Elaboration (1) ACHASSK083

recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples

Elaboration (2) ACHASSI129

proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully

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 (3) ACHASSK198

discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)

Elaboration (2) ACHGK049

exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander Peoples

Elaboration (1) ACHGS059

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

Elaboration (1) ACHCK053

discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)

Elaboration ACHCS084

exploring texts for stereotype, over-generalisation and misrepresentation (for example, how cultural groups are represented in the media)

Elaboration ACADAR004

identifying where they might experience dance in their lives and communities, for example, considering how dance sustains and communicates cultural knowledge

Elaboration (6) ACADAR019

investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)

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Cross Curriculum Priorities