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Elaboration (2) ACHGS058

using the Global Positioning System (GPS) to make a map of the features of a landform

Elaboration (2) ACHGK076

examining the United Nations Millennium Development Goals and their relationship to human wellbeing

Elaboration (2) ACHCK079

investigating why a particular group advocates for change (for example, in relation to gender equity)

Elaboration (2) ACHES043

generating ideas about possible class or school projects and collaboratively developing a plan to guide the project

Elaboration (2) ACHES044

explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue

Elaboration (2) ACHEK051

investigating economic performance and living standards and discussing how they can mean different things to different people and countries

Elaboration (2) ACHES059

using appropriate indicators of economic performance to explain variations across economies

Elaboration (2) ACHES060

developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)

posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)

Elaboration (2) ACHASSK013

recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)

Elaboration (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (2) ACHASSK017

discussing different ways they could contribute to caring for special places including those that are unique

Elaboration (2) ACHASSI025

imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …

Elaboration (2) ACHASSI041

discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious …

Elaboration (2) ACHASSK046

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)

Elaboration (2) ACHASSI052

asking key questions when investigating a topic (for example, questions such as 'How did people settle?', 'Who were they?', 'Why did they come to the area?' when researching the establishment of a local community) and probing questions during an investigation …

Elaboration (2) ACHASSI054

placing graphs and other data on electronic maps to visualise differences between types and patterns of settlements

Elaboration (2) ACHASSI056

identifying differences in the meaning of celebrations when viewed from different perspectives that result in different actions (for example, the meaning of Australia Day for many Aboriginal and Torres Strait Islander Peoples when compared with its meaning …

Elaboration (2) ACHASSI057

identifying differences in the representation of a place on a map, in an aerial photo and in a satellite image and discussing how different methods of representation give different information about distributions and patterns

Elaboration (2) ACHASSI060

choosing and enacting roles for group work that recognise an awareness of members’ knowledge and skills and customs

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