Search

Elaboration ACHASSI058

explaining conclusions about how their place and community have changed and developed (for example, settlement patterns, local changes in plant and animal species, historic events, cultural celebrations)

Elaboration ACHASSI060

recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place …

Elaboration (1) ACHASSI060

reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)

Elaboration (3) ACHASSK063

exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)

Elaboration (3) ACHASSK064

recognising the significance of other days or weeks (including the anniversary of the national Apology to Australia’s Indigenous Peoples of 2008, National Reconciliation Week, International Women’s Day, Labour Day and Harmony Day)

Elaboration (4) ACHASSK069

examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places

Elaboration (1) ACHASSK072

exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)

Elaboration (4) ACHASSI074

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

Elaboration (2) ACHASSI103

reflecting on choices in relation to personal criteria and expressing reasoning that influenced decision-making (for example, why they participate in a civic activity, what influenced their purchase of an item)

Elaboration ACHASSI104

reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)

Elaboration (4) ACHASSI104

analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context

Elaboration (4) ACHASSK120

exploring how Aboriginal and Torres Strait Islander Peoples' traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways

Elaboration (3) ACHASSK121

exploring the strategies that can be used when making consumer and financial decisions (for example, finding more information, comparing prices, keeping a record of money spent, saving for the future)

Elaboration (3) ACHASSI131

determining a preferred option for action by identifying the advantages and disadvantages of different proposals, surveying people’s views and opinions, analysing the data, and debating and voting on alternatives

Elaboration ACHASSI132

reflecting on what they have learnt in relation to an issue and identifying problems that might be experienced when taking action to address the issue

Elaboration (3) ACHASSK147

exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)

Elaboration (3) ACHASSI156

identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)

Elaboration ACHASSK192

researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality

Elaboration (5) ACHASSK193

using an issue (for example, sustainable water management, education or health) to explore the division of powers between state/territory and federal levels of government, and identifying the way that conflicts between state laws and Commonwealth laws …

Elaboration ACHASSK201

investigating well-known or familiar successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities