Search

Elaboration (1) ACHASSK068

identifying the hot, temperate and polar zones of the world and the difference between climate and weather

mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these …

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 …

ACHASSK031

The natural, managed and constructed features of places, their location, how they change and how they can be cared for

Elaborations ScOT Terms

Elaboration (3) ACHASSI153

collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns …

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 (1) ACHASSI057

interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information …

Elaboration (1) ACHASSK169

using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities