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Elaboration (3) ACHASSI152

appreciating that there may not be a definitive answer to an inquiry question

Elaboration (2) ACHASSK192

discussing the impact of housing density on the liveability of places

Elaboration (2) ACHASSK202

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

identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)

Elaboration (2) ACHASSK198

identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)

Elaboration (3) ACHASSI160

identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with those of being a business owner)

Elaboration (3) ACHASSI162

deciding when consensus is an effective process for a collective action and when it is not

Elaboration (3) ACHASSK196

exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam

Elaboration (3) ACHASSK198

discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)

Elaboration (3) ACHASSI161

applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative

Elaboration (3) ACHASSK166

identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism, Confucianism, Christianity, Islam) and their key beliefs (through group work)

Elaboration (3) ACHASSK174

investigating significant beliefs and values associated with the warfare of ancient Greeks (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)

Elaboration (2) ACHASSI160

identifying examples of negotiation and peaceful dispute resolution (for example, arbitration, Reconciliation) used in the wider community to problem-solve

Elaboration (2) ACHASSI162

explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups

Elaboration (2) ACHASSK173

outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom

Elaboration (2) ACHASSK174

investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)

Elaboration (2) ACHASSK188

comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability

Elaboration (3) ACHASSI157

identifying different perspectives about a past or current issue and suggesting influences or circumstances that may have informed these perspectives

Elaboration (3) ACHASSK173

examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance

Elaboration (3) ACHASSK186

investigating the spiritual significance of water in an Asian culture

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