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Elaboration (2) ACHASSK091

describing how local government services impact on the lives of students

Elaboration ACHASSI097

compiling an annotated timeline to show the key stages of a development (for example, significant events in the development of their community, their region or state)

creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence …

Elaboration (2) ACHASSI010

using simple terms to denote the passage of time (for example, 'then', 'now', 'yesterday', 'today', 'tomorrow') when talking about their experiences

Elaboration (1) ACHASSI125

developing flowcharts to show steps in a sequence (for example, the flow of goods and services, the passage of a bill through parliament)

Elaboration ACHASSK177

describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

Elaboration (1) ACHASSK177

describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)

Elaboration (1) ACHASSK182

describing how water is an available resource when it is groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water) and treated or recycled (grey water), and a potential resource when it exists as salt water, ice …

Elaboration (1) ACHASSK190

explaining the importance of water quality to the liveability of places now and into the future

Elaboration ACHASSK194

describing the process by which referendums to change the Australian Constitution are initiated and decided

Elaboration ACHASSI002

exploring sources (for example, pictures, photographs, story books, artefacts, excursions to places, family interviews) to gain information about the past

Elaboration (1) ACHASSI006

distinguishing between older and newer, using such clues as the condition of the object, the width of a tree, the height of a person

Elaboration (1) ACHASSK015

describing the features of their own place and places they are familiar with or they are aware of (for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television)

Elaboration (1) ACHASSI018

asking questions before, during and after listening to stories about people and places and about their past and present

Elaboration ACHASSI023

identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)

Elaboration (1) ACHASSI023

using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, …

Elaboration (1) ACHASSI026

describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it

Elaboration ACHASSK032

describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of

Elaboration ACHASSI034

developing how, when, where, why questions at the start of and during an investigation and then revisiting the questions to check if they have been answered

Elaboration (1) ACHASSI034

developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, …

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