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Elaboration ACHASSK197

identifying values shared by Australians and deciding which ones could also be considered universal values

identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)

Elaboration (3) ACHASSK198

discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)

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 ACHASSK013

engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander Peoples and recognising that the past is communicated through stories passed down from generation to generation

Elaboration ACHASSI019

exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)

Elaboration (2) ACHASSI020

recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity …

Elaboration (1) ACHASSK093

listing and comparing the different beliefs, traditions and symbols used by groups

Elaboration (3) ACHASSK137

considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)

Elaboration (4) ACHASSI056

sharing points of view and identifying different perspectives and actions relating to issues that affect themselves and their peers (for example, discussing class rules, the different responses to them by class members, different perceptions of the value …

Elaboration (1) ACHASSK086

comparing the European concept of land ownership, including terra nullius, with the Aboriginal and Torres Strait Islander Peoples' relationship with the land, sea, waterways and sky, and how this affected relations between the groups

Elaboration (1) ACHASSK175

explaining the nature of contact between Greece and other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire …

Elaboration (2) ACHASSK175

describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods in Greece, Isis in Egypt and Mithras in Persia)

Elaboration (2) ACHASSK178

explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants

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 ACHASSK198

investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole

Elaboration (1) ACHASSK198

discussing how belonging to a religious or cultural group can provide a sense of belonging and how this group membership can shape an individual's identity

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Cross Curriculum Priorities