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Elaboration (1) ACHASSI037

creating a timeline, slideshow or story to show how things develop sequentially (for example, seasonal change in plants, cycles of the weather, personal growth milestones)

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

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?’, …

Elaboration (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration (2) ACHASSI043

describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts

Elaboration (3) ACHASSI040

explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)

Elaboration (1) ACHASSI041

making generalisations from data showing patterns and relationships (for example, the relationship between the distance of places and the frequency of visits to them; between rubbish in the school and eating areas; between marine animals and where human …

Elaboration ACHASSI043

conveying information about the past and familiar places by representing ideas in written, spoken, pictorial or performance modes and by creating imaginative responses

Elaboration (2) ACHASSK045

identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

Elaboration (1) ACHASSI035

locating historical evidence of the local community’s past (for example, place and street names that commemorate people, monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains)

Elaboration ACHASSI039

comparing places that differ over time or across location (for example, climate, natural environment, plants, animals, people’s home)

Elaboration (1) ACHASSI039

identifying how objects and activities are similar or different depending on conditions in local and distant places (for example, clothes, transport, technology)

Elaboration (2) ACHASSI039

identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)

Elaboration ACHASSK047

investigating the definition of a continent and the seven-continent and six-continent models

Elaboration ACHASSI036

sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’

Elaboration (1) ACHASSI036

creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified

Elaboration (3) ACHASSI036

making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features

Elaboration (1) ACHASSI040

interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)

Elaboration (2) ACHASSI035

surveying peers to discover how they are connected to people in other places in Australia and the world, or to find out how frequently they visit places and for what purpose

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Cross Curriculum Priorities