Search

Elaboration ACHASSK169

evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)

Elaboration (1) ACHASSK172

creating a graphic representation of the social structure of Egyptian society

Elaboration (2) ACHASSK177

creating a graphic representation of the extent of India as a political unit at this time, including for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population

Elaboration ACHASSK181

examining the historical context, early life and achievements of a significant historical figure from China (for example, Confucius or Qin Shi Huang) or India (for example, Chandragupta Maurya or Ashoka) in this period, and how they were perceived by …

Elaboration ACHASSK202

exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)

Elaboration (1) ACHASSK202

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

Elaboration (2) ACHASSK202

discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)

Elaboration ACDSEH029

listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked

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 ACHHS212

identifying the possible meaning of images and symbols in primary sources

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 ACHGS047

developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)

Elaboration ACHGS055

developing questions on an area of focus in the geographical knowledge and understanding strand (for example, about types of landforms or reasons for urban settlements)

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

Elaboration ACHGS072

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions related to the causes of environmental change or the extent of variation in global wellbeing)

Elaboration (1) ACHCS054

considering current events to generate ideas for research

Elaboration (1) ACHCS055

categorising information under headings that are the focus for research

Elaboration (1) ACHCK077

categorising sample cases in relation to the courts in which they would be heard (for example, cases from criminal, consumer, family, human rights and environmental law)

Elaboration (1) ACHCS089

considering how digital technologies enables them to engage with a global community

Elaboration ACHCS101

using appropriate terms and concepts such as conventions, international law, cohesive society and global citizen

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities