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Elaboration (1) ACHASSK070

building empathy by reflecting on how it feels to be included or excluded from making decisions and identifying situations when it is fair for decisions to be made without taking a majority vote (for example, by teachers or parents)

Elaboration (1) ACHES036

applying enterprising behaviours to everyday activities (for example, by taking on a leadership role in a project, accepting responsibility for decisions made, or setting a goal for the week and developing a plan to achieve it)

Elaboration (1) ACHASSI009

describing or drawing special places, telling what they have learnt that makes them special and suggesting how to behave when there

Elaboration (1) ACHASSI059

understanding their roles, rights and responsibilities in group situations

Elaboration (1) ACHASSK063

comparing photographs from the past and present of a specific location to identify the change or continuity (similarities and differences over time) associated with people, events/developments, places or ecosystems

Elaboration (1) ACHASSI104

posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute …

Elaboration (1) ACHCS072

working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)

Elaboration (1) ACHASSI005

identifying places in the playground or local area that they like or places they like to avoid, and talking about the reasons for their feelings

Elaboration (1) ACHHS154

distinguishing between fact (for example, ‘The Moai were constructed on Easter Island (Rapa Nui)’) and opinion or interpretation (for example, ‘The Moai on Easter Island (Rapa Nui) are representations of gods’)

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) ACHASSK200

identifying ways short- and long-term personal financial objectives can be achieved (for example, through developing a budget and having a savings plan)

Elaboration (1) ACHASSK202

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

Elaboration (1) ACHCK076

discussing how social media is used to influence people’s understanding of issues

Elaboration (1) ACHCS099

using skills associated with the negotiation process (seeking to understand other views, applying reason and logic, building on common ground, isolating areas of difficulty, and recording agreements reached)

Elaboration (1) ACHES025

applying enterprising behaviours to a class activity (for example, by taking on a leadership role in a project, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)

Elaboration (1) ACHES059

applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)

Elaboration (1) ACHASSK033

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

Elaboration (1) ACHASSI060

reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)

Elaboration (1) ACHASSK072

exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)

Elaboration (1) ACHCS073

creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)

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Cross Curriculum Priorities