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Elaboration ACHASSI018

posing questions with the stems ‘where’, ‘what’, ‘how’ and ‘why’ about families, celebrations, places and the weather

Elaboration (1) ACHASSI021

describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

Elaboration (1) ACHASSI018

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

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 ACHASSK033

identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are …

Elaboration (3) ACHASSI023

categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)

Elaboration (3) ACHASSI027

explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …

Elaboration (3) ACHASSK033

describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

Elaboration (2) ACHASSI018

preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value

Elaboration (3) ACHASSI020

developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)

Elaboration (1) ACHASSI025

making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) …

Elaboration ACHASSK029

predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …

Elaboration ACHASSK031

using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) …

Elaboration (2) ACHASSK031

using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)

Elaboration (3) ACHASSI018

collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ ques …

Elaboration ACHASSI027

creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

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