Search

Elaboration (1) ACHASSK084

investigating what motivated countries to explore and colonise

Elaboration ACHASSK087

using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations

Elaboration (3) ACHASSK087

using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographic features, environments, cities)

Elaboration (1) ACHASSI095

finding geographical information in primary sources (such as fieldwork and photographs) and secondary sources (such as maps, plans and reports in digital and non-digital form)

using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to collect information (for example, to identify the environmental characteristics of the major countries of Europe and North America)

Elaboration (1) ACHASSI096

constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time …

Elaboration (3) ACHASSI096

mapping geographical data using spatial technologies (for example, the location of recent bushfires in Australia, or information they have collected through fieldwork)

Elaboration (1) ACHASSI101

analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental …

Elaboration (6) ACHASSI101

forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate …

Elaboration (2) ACHASSI104

identifying the effects of decisions about economics and business and/or civics and citizenship issues

Elaboration (2) ACHASSI105

selecting and applying appropriate media and strategies to suit their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes

Elaboration ACHASSI122

generating appropriate questions before, during and after an investigation to frame and guide the stages of the inquiry

Elaboration ACHASSK149

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 ACHASSK151

identifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways that goods and services are provided to people such as through shopping centres, local markets, …

Elaboration (1) ACHASSI153

using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)

Elaboration (3) ACHASSI156

identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)

Elaboration (4) ACHASSI156

using a range of methods to determine the origin, purpose and reliability of different sources, such as determining when the source was written, why it was written and by whom

Elaboration (1) ACHASSI157

using strategies to detect whether a statement is factual or an opinion, including identification of word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', …

Elaboration (2) ACHASSI159

evaluating and connecting information from various sources to draw evidence-based conclusions

Elaboration (3) ACHASSI159

drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities