Elaboration (2) ACHASSK063
identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental …
Elaboration (2) | ACHASSK063 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI081
reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising …
Elaboration (2) | ACHASSI081 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK092
discussing examples of laws and why they are important to students’ lives
Elaboration (2) | ACHASSK092 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI103
reflecting on choices in relation to personal criteria and expressing reasoning that influenced decision-making (for example, why they participate in a civic activity, what influenced their purchase of an item)
Elaboration (2) | ACHASSI103 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK115
considering how students apply democratic values in familiar contexts
Elaboration (2) | ACHASSK115 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI128
interpreting graphic representations and making inferences about patterns and/or distributions (for example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on electoral representation after viewing a plan of …
Elaboration (2) | ACHASSI128 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI153
compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of …
Elaboration (2) | ACHASSI153 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK174
investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
Elaboration (2) | ACHASSK174 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACDSEH048
investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
Elaboration (2) | ACDSEH048 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACDSEH096
identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
Elaboration (2) | ACDSEH096 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHGK074
comparing strategies in Australia and another country to manage the environmental change being investigated
Elaboration (2) | ACHGK074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHCK081
debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
Elaboration (2) | ACHCK081 | Content Descriptions | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACELY1788
taking turns, asking and answering questions and attempting to involve others in discussions
Elaboration (2) | ACELY1788 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (2) ACELY1732
exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach
Elaboration (2) | ACELY1732 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (2) ACELT1640
creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
Elaboration (2) | ACELT1640 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACELY1756
exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia
Elaboration (2) | ACELY1756 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACHASSI036
locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
Elaboration (2) | ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI040
interpreting symbols and codes that provide information (for example, map legends)
Elaboration (2) | ACHASSI040 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK065
investigating the origins and significance of some international celebrations or commemorations (for example, the International Day of Peace)
Elaboration (2) | ACHASSK065 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK066
comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented
Elaboration (2) | ACHASSK066 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum