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ACTDEP008

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

Elaborations ScOT Terms

recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk

Elaboration ACTDEP005

identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend

Elaboration (2) ACTDEK001

making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen

Elaboration (1) ACTDEP024

investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario

Elaboration ACAVAR117

making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement

Elaboration (3) ACHCK094

investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)

Elaboration (3) ACSIS027

jointly constructing simple column graphs and picture graphs to represent class investigations

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration (3) ACHASSI039

examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, …

Elaboration (3) ACHASSI077

exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)

Elaboration (3) ACHASSI103

using agreed criteria as the basis for an assessment of the advantages and disadvantages of choices (for example, for determining which actions are most likely to be effective to restore a damaged environment)

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) ACADAR018

expressing responses using descriptive style-specific dance terminology

Elaboration (3) ACTDEP009

identifying roles for each member of a group when working collaboratively

Elaboration (3) ACPPS057

exploring media representations of people who are Aboriginal and Torres Strait Islander, from diverse cultural backgrounds, same-sex attracted or gender diverse, and discussing how representations impact on community values

Elaboration (3) ACPPS077

explore how spiritual connection to Country/Place enhances health and wellbeing for Aboriginal and Torres Strait Islander Peoples

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)

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities