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Elaboration ACHASSK015

identifying the places they live in and belong to (for example, a neighbourhood, suburb, town or rural locality)

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 (1) ACHASSI019

gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)

Elaboration (2) ACHASSI027

using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)

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 (1) ACHASSK050

exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)

Elaboration ACHASSK051

investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons

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’, …

Elaboration ACHASSK068

examining how weather contributes to a climate type

Elaboration ACHASSI079

describing risks in past times (for example, for those involved in sea travel, exploration and colonisation) and making inferences about similar risks today (for example, the risks of space and deep sea exploration, colonising other planets, adapting …

Elaboration (1) ACHASSI079

explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change

Elaboration ACHASSK137

examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today

Elaboration (2) ACHASSK138

investigating the differences in the population size, density, life expectancy and per capita income between countries across the world

Elaboration (3) ACHASSI158

interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for …

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General Capabilities

Cross Curriculum Priorities