Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Elaboration (3) ACHASSK088

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

literacy intercultural-understanding critical-creative aboriginal-torres sustainability

Elaboration (3) | ACHASSK088 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK089

recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia

intercultural-understanding critical-creative literacy ethical-understanding numeracy aboriginal-torres

Elaboration | ACHASSK089 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK089

investigating how Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; …

literacy intercultural-understanding ethical-understanding critical-creative personal-social aboriginal-torres

Elaboration (1) | ACHASSK089 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK090

exploring how some natural resources are used and managed in sustainable and non-sustainable ways

critical-creative personal-social literacy ethical-understanding sustainability

Elaboration (1) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK090

investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)

ethical-understanding literacy critical-creative sustainability

Elaboration (3) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK090

exploring the work of groups and organisations which manage natural resources and/or waste

critical-creative literacy ethical-understanding sustainability

Elaboration (4) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK092

exploring the purpose of laws and recognising that laws apply to everyone in society

critical-creative literacy ethical-understanding

Elaboration (1) | ACHASSK092 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK092

investigating the impact of laws on Aboriginal and Torres Strait Islander Peoples (for example, environmental laws, native title laws and laws concerning sacred sites)

critical-creative literacy intercultural-understanding ethical-understanding aboriginal-torres

Elaboration (3) | ACHASSK092 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK093

listing and comparing the different beliefs, traditions and symbols used by groups

ethical-understanding personal-social critical-creative literacy

Elaboration (1) | ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI094

developing different types of questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours)

critical-creative personal-social literacy

Elaboration (1) | ACHASSI094 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI095

finding data and information that supports decision-making processes when investigating an economics or business issue including online, observation and print sources (for example, interviews, surveys, case studies)

literacy information-communication personal-social critical-creative

Elaboration (4) | ACHASSI095 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI099

analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and …

ethical-understanding critical-creative literacy intercultural-understanding aboriginal-torres asia-australia

Elaboration (2) | ACHASSI099 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI101

explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)

critical-creative literacy sustainability

Elaboration (5) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI102

undertaking a project that responds to an identified challenge or issue with strategies to be used that will achieve desired outcomes (for example, bush fire readiness plan, a school fundraising activity, an ecological preservation project, a school-based …

critical-creative literacy personal-social ethical-understanding sustainability

Elaboration | ACHASSI102 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI103

applying economics and business criteria to everyday problems to identify a response to the issue

ethical-understanding literacy critical-creative personal-social

Elaboration (4) | ACHASSI103 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI104

assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)

literacy critical-creative ethical-understanding sustainability

Elaboration (3) | ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK119

explaining reasons for differences in needs and wants for different groups

literacy critical-creative ethical-understanding personal-social

Elaboration (2) | ACHASSK119 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK140

researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

critical-creative literacy numeracy intercultural-understanding

Elaboration (3) | ACHASSK140 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK143

explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government

literacy critical-creative intercultural-understanding ethical-understanding

Elaboration | ACHASSK143 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK151

explaining the difference between not-for-profit and for-profit businesses

critical-creative literacy ethical-understanding

Elaboration (1) | ACHASSK151 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

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