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Elaboration (1) ACHASSI052

developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions …

Elaboration (1) ACHASSK071

identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed

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) ACHASSI081

forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, …

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) ACHASSI122

developing different types of research 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, ethical questions …

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) ACHASSI130

participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility for respectful interactions with others

Elaboration (1) ACHASSK143

recognising the importance of the Westminster system and the Magna Carta in influencing Australia’s parliamentary government

Elaboration (1) ACHASSK145

identifying the characteristics that would make for a ‘good’ representative at the local, state/territory or national level

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) 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) ACHASSI159

evaluating data from a survey to draw conclusions about a current political, social, environmental or business event or issue

Elaboration (1) ACHASSK172

creating a graphic representation of the social structure of Egyptian society

Elaboration (1) ACHASSK202

investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service

Elaboration (1) ACHHS207

posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’

Elaboration (1) ACHHS150

posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)

Elaboration (1) ACHCS054

considering current events to generate ideas for research

Elaboration (1) ACHCS055

categorising information under headings that are the focus for research

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