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Elaboration ACHASSI101

drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)

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 (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 (2) ACHASSK115

considering how students apply democratic values in familiar contexts

Elaboration ACHASSK118

discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)

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 (1) ACHASSI133

developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing sources to justify reasoning

Elaboration (2) ACHASSI133

creating narrative accounts and recounts (for example, a digital multimedia story that records migrant experiences) based on information identified from a range of sources and referring to real characters and events

Elaboration (4) ACHASSI133

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

Elaboration (3) ACHASSK137

considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)

Elaboration ACHASSK143

explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government

Elaboration (3) ACHASSK147

exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)

Elaboration (4) ACHASSK147

exploring the experiences of people who have migrated to Australia and who have taken up Australian citizenship (for example, those of Asian heritage)

Elaboration (1) ACHASSK148

describing dual citizenship and its implications for identity and belonging

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 (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 (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

Elaboration (1) ACHASSI162

applying a process approach to respond to an issue or challenge (for example, conducting an analysis using processes such as a SWOT analysis; developing a plan of action that incorporates a consultation process that ensures a range of views are heard …

Elaboration (1) ACHASSK170

generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)

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