Search

Elaboration (3) ACHASSI163

using digital technologies to create multimedia presentations (for example, to show the specific features of an ancient battle, pyramid complex or burial site; to show the spatial distribution and patterns of liveability; to present a case for a constitutional …

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 (3) ACHASSK172

describing the importance of the River Tiber to ancient Roman society and the methods Romans used to manage resources (for example, the water supply through aqueducts and plumbing systems)

Elaboration (3) ACHASSK173

examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance

Elaboration (3) ACHASSK174

investigating significant beliefs and values associated with the warfare of ancient Greeks (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)

Elaboration (3) ACHASSK175

reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)

Elaboration (3) ACHASSK185

examining why water is a difficult resource to manage and sustain (for example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space)

Elaboration (3) ACHASSK186

investigating the spiritual significance of water in an Asian culture

Elaboration (3) ACHASSK188

discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice

Elaboration (3) ACHASSK190

exploring the geophysical nature of the land and how this affects the liveability of a place

Elaboration (3) ACHASSK192

examining whether liveability and environmental sustainability can be enhanced at the same time

Elaboration (3) ACHASSK193

exploring the concept of the separation of powers between the Legislature, Executive and Judiciary and how it seeks to prevent the excessive concentration of power

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) ACHASSK199

exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand

Elaboration (3) ACHASSK200

exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)

Elaboration (3) ACDSEH047

describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)

Elaboration (3) ACDSEH050

examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process

Elaboration (3) ACDSEH017

identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire

Elaboration (3) ACDSEH096

studying the first and second referenda on conscription, including the division within the Labor Party over this issue

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities