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Elaboration ACHASSI055

developing an annotated timeline (for example, a timeline of celebrations and commemorations)

asking key questions when investigating a topic (for example, questions such as 'How did people settle?', 'Who were they?', 'Why did they come to the area?' when researching the establishment of a local community) and probing questions during an investigation …

Elaboration (2) ACHASSI061

describing the location and direction from a local place in Australia to a local place in at least two neighbouring countries (for example, New Zealand and Indonesia) using a globe or wall map

Elaboration (1) ACHASSK067

describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics

Elaboration (2) ACHASSK069

exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)

Elaboration ACHASSI052

posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community ('Who?', 'What?', 'When?', 'Where?', 'Why?')

Elaboration (1) ACHASSI052

developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions …

Elaboration (1) ACHASSI055

creating visual representations of a sequence of events or happenings (for example, the stages involved in making decisions in a familiar context, such as a planning a class activity, the sequence of seasonal changes in different climates)

Elaboration ACHASSI061

composing different types of texts to report findings of an investigation (for example, reporting on a historical investigation and its researched facts and findings by writing a biography about a noteworthy individual or group, a narrative account of …

Elaboration (1) ACHASSK066

identifying and describing the major natural features of Australia (for example, rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef and islands of the Torres Strait) and describing them with annotations on a map

Elaboration ACHASSK067

using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia

Elaboration (1) ACHASSK069

discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)

Elaboration (1) ACHASSI053

collecting information in the field (for example, taking photographs, making sketches, taking water measurements or collecting natural objects to support the investigation of ecological health, settlement or demographic details of a place)

Elaboration ACHASSI057

finding the meaning of acronyms/initialisms they encounter (for example, NAIDOC, ANZAC, NZ, USA, ACT)

Elaboration (4) ACHASSI061

using subject-appropriate terms when speaking, writing and illustrating, for example, historical terms (such as ‘immigration’, ‘exploration’, ‘development’, ‘settlement’, ‘naming days of commemoration’ and ‘emblems’); geographical terms (such as ‘climate’, …

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