Search

Elaboration (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration (2) ACHASSI043

describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts

using new knowledge to make an argument on a topic relevant to them and their community (for example, whether they agree with a school rule, a proposed change in the community, what the local government can do about an issue)

Elaboration ACHASSK085

investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported

Elaboration ACHASSK090

identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)

Elaboration (2) ACHASSK090

identifying renewable and non-renewable resources

Elaboration ACHASSK091

examining how local government is chosen and by whom

Elaboration (1) ACHASSK091

exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)

Elaboration ACHASSI094

asking questions before, during and after an investigation to frame and guide the stages of an inquiry

Elaboration (2) ACHASSI094

developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, …

Elaboration (3) ACHASSI095

conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in …

Elaboration ACHASSK187

explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods

Elaboration (1) ACHASSK187

explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard

Elaboration ACHASSK200

explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants

Elaboration (2) ACHASSK200

explaining how financial records (for example, income statements, balance sheets, budgets and cash flow statements) inform business decision-making

Elaboration ACHASSK033

identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities