Search

Elaboration (1) ACHASSI024

using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions

Elaboration (1) ACHASSI036

creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified

interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)

Elaboration (1) ACHASSK064

generating a list of local, state and national symbols and emblems (for example, club emblems, school logos, flags, floral emblems, the Commonwealth Coat of Arms) and discussing their origins, use and significance

Elaboration (1) ACHASSI078

comparing information in sources to identify evidence of change (for example, Aboriginal, Dutch and French place names on Australia’s west coast; past and present distribution of vegetation in North Africa that points to increasing desertification)

Elaboration (1) ACHASSK108

creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)

Elaboration (1) ACHASSK117

identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)

Elaboration (1) ACHASSK120

brainstorming resources that a local community might use

Elaboration (1) ACHASSI123

using a range of methods, including digital technologies, to gather relevant historical, geographical, social, economic and business data and information (for example, through online sources such as census data and databases, and/or interviews and su …

Elaboration (1) ACHASSI124

constructing tables and graphs with digital applications as appropriate to display or categorise data and information for analysis (for example, a table to show the similarities and differences in official languages and religions across a number of c …

Elaboration (1) ACHASSK146

exploring how bills are debated and scrutinised (for example, the role of parliamentary committees and the ability of citizens to make submissions to these committees)

Elaboration (1) ACHASSK147

discussing the Australian citizenship pledge and comparing it to the former oath of allegiance to the monarch to explore notions of allegiance

Elaboration (1) ACHASSK150

investigating whether buying at the local supermarket helps the local community

Elaboration (1) ACHASSI156

differentiating between primary sources in history (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)

Elaboration (1) ACHASSI158

using and interpreting various types of maps (for example, weather, political, topographic, thematic and diagrammatic maps and isoline or isopleth maps)

Elaboration (1) ACHASSK172

creating a graphic representation of the social structure of Egyptian society

Elaboration (1) ACHASSK199

investigating how consumers rely on businesses to meet their needs and wants

Elaboration (1) ACDSEH024

identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)

Elaboration (1) ACADRM040

working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast

Elaboration (1) ACADRM041

developing techniques of dramatic forms according to their established conventions and traditions

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities