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Elaboration (3) ACHASSK029

examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) …

Elaboration (3) ACHASSI053

collecting information about the changing composition of their community from sources, such as census data, cemetery observations, interviews with older people or surveys

Elaboration (3) ACHASSI059

valuing for and against arguments when making personal and group decisions

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

Elaboration (3) ACHASSK069

investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country

Elaboration (3) ACHASSK072

exploring the motivations of people who have contributed to communities (for example, local community volunteers, leaders and Elders)

Elaboration (3) ACHASSI074

using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)

Elaboration (3) ACHASSK135

investigating the experiences of democracy and citizenship of women (for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984)

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 (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) ACHASSK175

reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)

Elaboration (3) ACSIS125

developing strategies and techniques for effective research using secondary sources, including use of the internet

Elaboration (3) ACHASSI056

exploring stories about places and people told by Aboriginal and Torres Strait Islander Peoples, and by people from other cultures including people from Asia and the Pacific region

Elaboration (3) ACHASSK071

discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules

Elaboration (3) ACHASSI081

proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions …

Elaboration (3) ACHASSI099

exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during …

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 …

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