Search

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)

Elaboration (1) ACELT1584

discussing similarities and differences between texts ( for example features of main characters in different stories)

Elaboration (1) ACELT1599

discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

Elaboration (1) ACELT1806

selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another

Elaboration (1) ACELY1730

change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

Elaboration (1) ACSIS139

recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral aspects rather than or as well as scientific investigation

Elaboration (1) ACHASSI010

reporting family history by presenting information in talk, drawings and play and by creating imaginative responses

Elaboration (1) ACHASSK017

describing the features of places that are special to them based on what they see, hear, smell and feel

Elaboration (1) ACHASSK046

identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

Elaboration (1) ACHASSI102

using communication technologies to exchange information and to facilitate the development of a collaborative response

Elaboration (1) ACHASSK137

investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

Elaboration (1) ACHASSK166

identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them

Elaboration (1) ACHASSK192

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including …

Elaboration (1) ACDSEH075

explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)

Elaboration (1) ACELT1636

examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences

Elaboration (1) ACHASSK149

explaining why choices have to be made when faced with unlimited wants and limited resources (for example, by compiling a list of personal needs and wants, determining priorities (including sustainability of natural environments) and identifying the needs …

Elaboration (1) ACHASSK191

investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities