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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 …’

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) 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) ACHGS055

using a range of methods including digital technologies to plan and conduct an information search about reasons for and effects of internal migration in Australia

Elaboration (3) ACHGS072

using a range of methods including digital technologies to plan and conduct an information search about the causes and consequences of change to environments

Elaboration (3) ACHCK062

analysing how opinion polls are conducted and the ways they are used in democratic debate

Elaboration (3) ACHES037

discussing and reflecting on the consequences of a proposed action, and those of the alternative actions

Elaboration (3) ACELY1796

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding

Elaboration (3) ACHASSK013

using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

Elaboration (3) ACHASSI052

posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)

Elaboration (3) ACHASSI060

considering the findings of an inquiry when developing a plan of action to achieve a set goal (for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose)

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

Elaboration (3) ACHASSK069

investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country

Elaboration (3) ACHASSK072

exploring the motivations of people who have contributed to communities (for example, local community volunteers, leaders and Elders)

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General Capabilities

Cross Curriculum Priorities