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Elaboration (3) ACHASSK093

describe real, virtual or vicarious experiences with other cultures and groups

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 (2) ACMNA289

using objects which are personally and culturally relevant to students

Elaboration ACMNA080

recognising that not all countries use dollars and cents, eg India uses rupees.

Elaboration ACMMG091

using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art

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 (3) ACHCK051

appreciating the cultural and historical foundations of Australia's Christian heritage

Elaboration ACELT1575

recognising that there are storytellers in all cultures

Elaboration (3) ACHCK053

discussing how belonging to a religious or cultural group can provide a sense of belonging and how this group membership can shape an individual's identity

Elaboration (1) ACHASSK045

identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, …

Elaboration (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (1) ACHASSK109

investigating the experiences and contributions of a particular migrant group within a colony (for example, Germans in South Australia, Japanese in Broome, Afghan cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres …

Elaboration ACELA1488

recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts

Elaboration ACHASSK028

considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, …

Elaboration (3) ACHASSI035

exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations

Elaboration (4) ACHASSI123

exchanging geographical information from schools in countries of the Asia region

Elaboration ACMMG290

comparing areas using grid paper

Elaboration (1) ACHASSK012

recognising ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to recognise that the Country/Place and traditional custodians of the land, sea, waterways and sky are acknowledged

Elaboration (1) ACHASSK014

identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features (for example, by inscriptions on stone, stories, sand drawings, paintings, song, music and dance)

Elaboration ACELA1487

identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example example ‘kangaroo’, …

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