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Elaboration (4) ACHASSI157

analysing how information can be used selectively to persuade citizens

using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)

Elaboration (4) ACHASSI160

applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)

Elaboration (4) ACHASSI162

discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses

Elaboration (4) ACHASSI163

using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours …

Elaboration (4) ACHASSK173

describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)

Elaboration (4) ACHASSK174

investigating significant beliefs associated with ancient Roman daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphi …

Elaboration (4) ACHASSK185

investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices

Elaboration (4) ACHASSK193

discussing how ministers are subject to the scrutiny of other Members of the Parliament led by an officially recognised opposition

Elaboration (4) ACHASSK198

considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region

Elaboration (4) ACHASSK199

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

History Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual …

Civics and Citizenship Achievement Standard HASS Year 4

By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. Students develop questions …

History Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community. They identify how and why the lives of people have changed over time while others have remained the same. Students sequence events in order, using …

Geography Achievement Standard HASS Year 2

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …

HASS Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe …

Geography Achievement Standard HASS Year 4

By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between …

HASS Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

Elaboration (2) ACHASSI001

posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)

Elaboration (2) ACHASSI002

observing the features of a special place (for example, their bedroom, under a tree) or local place (such as a beach, farm or ceremony site) and recording these observations

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Cross Curriculum Priorities