Search

Elaboration (3) ACHASSI035

exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations

drawing conclusions about how traditional Aboriginal and Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods and ideas across the continent and its islands)

Elaboration (1) ACHASSK046

identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced

Elaboration (3) ACHASSK046

creating models of toys used by children who lived when electricity was not available

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

Elaboration (5) ACHASSK071

identifying who has the authority to make rules (for example, at school or in a sporting club)

Elaboration (5) ACHASSI074

acquiring geographical information about environments and resources from a range of sources, such as a knowledgeable Aboriginal community member or from schools in contrasting parts of Australia and/or other countries in the Southern Hemisphere

Elaboration (4) ACHASSI101

acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship …

Elaboration (1) ACHASSI102

using communication technologies to exchange information and to facilitate the development of a collaborative response

Elaboration (1) ACHASSK137

investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

Elaboration (2) ACHASSK137

considering notable individuals in Australian public life across a range of fields (for example, the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn …

Elaboration (1) ACHASSK166

identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them

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 ACHHS211

recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society

Elaboration (1) ACDSEH075

explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)

Elaboration ACHHS154

recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society

Elaboration ACDSEH027

identifying sports that were popular in Australia such as football, horse racing, cricket

Elaboration (5) ACHASSI095

finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of …

Elaboration (3) ACHASSK118

discussing ways people resolve differences (for example, through negotiation and Reconciliation)

Elaboration (3) ACHASSI123

applying ethical research methods when conducting inquiries with people and communities, including using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and conforming with respectful behaviours in sacred …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities