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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)

Elaboration (1) ACLINC028

designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups

Elaboration (1) ACLTUU083

tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups

Elaboration (1) ACLCHU225

examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后

Elaboration ACLASFC226

using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …

Elaboration ACMNA004

using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials

Elaboration (1) ACMNA031

visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups

Elaboration ACSIS012

working in groups to describe what students have done and what they have found out

Elaboration (3) ACHASSK063

exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)

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 (3) ACHASSK066

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

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 (1) ACHASSK083

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

Elaboration ACHASSK084

identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

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 (2) ACHASSI132

suggesting a course of action on a global issue that is significant to them and describing how different groups could respond

Elaboration (2) ACDSEH096

identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections

Elaboration (1) ACHCS072

working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)

Elaboration (1) ACHCK079

exploring the concept of ‘the common good’ using examples of how religious groups participate to foster interfaith understanding or social justice

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