Search

Elaboration (5) ACHASSK084

recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)

recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia

Elaboration (1) ACHASSK089

investigating how Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; …

Elaboration (2) ACHASSI099

analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and …

Elaboration (1) ACHASSK115

discussing the meaning and importance of the key values of Australian democracy (for example, freedom of election and being elected; freedom of assembly and political participation; freedom of speech, expression and religious belief; rule of law; other …

Elaboration (1) ACHASSK134

comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government

Elaboration (2) ACHASSK135

investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (for example, Jack Patten or the Aborigines Progressive Association)

Elaboration (3) ACHASSK135

investigating the experiences of democracy and citizenship of women (for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984)

Elaboration (1) ACHASSK140

investigating sustainability of the environments in which many indigenous peoples have lived sustainably over time

Elaboration (3) ACHASSK140

researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

Elaboration ACHASSK143

explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government

Elaboration (3) ACHASSK147

exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)

Elaboration (1) ACHASSK148

describing dual citizenship and its implications for identity and belonging

Elaboration (2) ACHASSI160

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

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 (4) ACHASSK199

considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services

Elaboration ACDSEH032

creating a graphic representation of the social structure of Egyptian society

Elaboration (1) ACDSEH033

generating alternative explanations for the building of the pyramids at Giza

Elaboration ACDSEH005

describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

Elaboration ACDSEH055

investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities