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Elaboration ACHASSK070

making a decision as a class by allowing everyone to have a say and a vote

Elaboration (2) ACHASSK070

identifying places and situations in communities where decisions are made democratically

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

Elaboration (1) ACHASSK108

creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)

Elaboration (1) ACHASSK117

identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)

Elaboration ACHASSK120

categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)

Elaboration (1) ACHASSK120

brainstorming resources that a local community might use

Elaboration (2) ACHASSK120

identifying and categorising the factors of production used in the production of goods and services that satisfy the needs and wants of a local community

analysing sources to identify persuasive techniques such as modality (for example, ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice (for example, ‘it is claimed that …’) rather than the active voice (‘The government claims that ...’), …

Elaboration (2) ACHASSI131

applying economics and business knowledge and skills to everyday problems to identify advantages and disadvantages of a proposed response to the issue

Elaboration (1) ACHASSK144

identifying issues where federal and state parliaments both have the power to make laws; recognising that federal law will override the state law if federal and state laws conflict on these issues

Elaboration (2) ACHASSK144

identifying instances where there may be multiple levels of government involved (for example, in relation to the environment such as management of the Murray-Darling river system)

Elaboration (1) ACHASSK150

investigating whether buying at the local supermarket helps the local community

Elaboration (1) ACHASSK199

investigating how consumers rely on businesses to meet their needs and wants

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 ACHASSK049

explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)

Elaboration ACHASSI054

using information technologies to record and organise information in tables, databases and digital concept maps (for example, creating a consequence chart to show what happens when school rules are not followed, or when human settlement damages a component …

Elaboration (2) ACHASSK062

discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky

Elaboration (2) ACHASSK089

investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the …

Elaboration (3) ACHASSI099

exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during …

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