Elaboration (3) ACHASSI155
modelling a system (for example, an ecosystem or hydrological cycle) and using it to explain the sequence of effects when elements are manipulated
Elaboration (3) | ACHASSI155 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK172
describing the importance of the River Tiber to ancient Roman society and the methods Romans used to manage resources (for example, the water supply through aqueducts and plumbing systems)
Elaboration (3) | ACHASSK172 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI161
applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative
Elaboration (3) | ACHASSI161 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI163
using digital technologies to create multimedia presentations (for example, to show the specific features of an ancient battle, pyramid complex or burial site; to show the spatial distribution and patterns of liveability; to present a case for a constitutional …
Elaboration (3) | ACHASSI163 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK190
exploring the geophysical nature of the land and how this affects the liveability of a place
Elaboration (3) | ACHASSK190 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK192
examining whether liveability and environmental sustainability can be enhanced at the same time
Elaboration (3) | ACHASSK192 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK199
exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
Elaboration (3) | ACHASSK199 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK198
discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)
Elaboration (3) | ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK173
examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
Elaboration (3) | ACHASSK173 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (3) | ACHASSI156 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI159
drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise
Elaboration (3) | ACHASSI159 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK193
exploring the concept of the separation of powers between the Legislature, Executive and Judiciary and how it seeks to prevent the excessive concentration of power
Elaboration (3) | ACHASSK193 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK200
exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
Elaboration (3) | ACHASSK200 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK188
discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
Elaboration (3) | ACHASSK188 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI153
collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns …
Elaboration (3) | ACHASSI153 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK174
investigating significant beliefs and values associated with the warfare of ancient Greeks (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
Elaboration (3) | ACHASSK174 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK185
examining why water is a difficult resource to manage and sustain (for example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space)
Elaboration (3) | ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI154
creating maps using computer mapping software or satellite images to show distributions and patterns (for example, to show the spatial distribution and patterns of liveability or the areas affected by a hydrological hazard in Australia and other parts …
Elaboration (3) | ACHASSI154 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI160
identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with those of being a business owner)
Elaboration (3) | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK166
identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism, Confucianism, Christianity, Islam) and their key beliefs (through group work)
Elaboration (3) | ACHASSK166 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum