Elaboration (1) ACHASSK192
developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including …
Elaboration (1) | ACHASSK192 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHHS211
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
Elaboration | ACHHS211 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH075
explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
Elaboration (1) | ACDSEH075 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHHS154
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
Elaboration | ACHHS154 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACDSEH027
identifying sports that were popular in Australia such as football, horse racing, cricket
Elaboration | ACDSEH027 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELT1794
collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
Elaboration | ACELT1794 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELT1795
orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
Elaboration | ACELT1795 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (1) ACELT1636
examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
Elaboration (1) | ACELT1636 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (2) ACELT1639
exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
Elaboration (2) | ACELT1639 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (5) ACHASSI095
finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of …
Elaboration (5) | ACHASSI095 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK118
discussing ways people resolve differences (for example, through negotiation and Reconciliation)
Elaboration (3) | ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI123
applying ethical research methods when conducting inquiries with people and communities, including using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and conforming with respectful behaviours in sacred …
Elaboration (3) | ACHASSI123 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI129
proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully
Elaboration (2) | ACHASSI129 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK149
explaining why choices have to be made when faced with unlimited wants and limited resources (for example, by compiling a list of personal needs and wants, determining priorities (including sustainability of natural environments) and identifying the needs …
Elaboration (1) | ACHASSK149 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSI153
applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant …
Elaboration (4) | ACHASSI153 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK191
discussing the different types of places where people can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
Elaboration | ACHASSK191 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK191
investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
Elaboration (1) | ACHASSK191 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK196
defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
Elaboration | ACHASSK196 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (2) | ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHHS174
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
Elaboration | ACHHS174 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum