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Elaboration (3) ACHASSI001

asking questions about the place they are in after being encouraged to observe it using different senses

Elaboration ACHASSK015

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

Elaboration (1) ACHASSI007

sorting pictures of places and people using criteria such as old/new, younger/older, same/different, outside/inside, safe/not safe, special/not special

describing the features of their own place and places they are familiar with or they are aware of (for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television)

Elaboration (2) ACHASSK015

identifying how places provide people with their basic needs (for example, water, food and shelter) and why they should be looked after for the future

Elaboration (2) ACHASSI006

identifying natural and constructed features of a place that have changed over time and those that have remained relatively unchanged

Elaboration (1) ACHASSK017

describing the features of places that are special to them based on what they see, hear, smell and feel

Elaboration ACHASSI001

posing questions about family and places having explored sources relating to their own life (for example, sources such as family interviews, photographs, stories, film, classmates’ paintings, excursions to places)

Elaboration (2) ACHASSI001

posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)

Elaboration ACHASSI007

talking about the relevance of information to a task (for example, how to find treasure on a treasure map, why a class timetable is helpful, how a weather map can help us decide what clothes to wear)

Elaboration ACHASSK011

identifying and naming the different members of a family (for example, mother, father, step-parent, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating concept maps of their family with pictures or photographs to show the relationship …

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration (1) ACHASSK013

sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family and creating a class museum

Elaboration (2) ACHASSK013

recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)

Elaboration ACHASSK014

creating story maps or models to represent the location of the places and features they pass on their way to school

Elaboration (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (2) ACHASSK017

discussing different ways they could contribute to caring for special places including those that are unique

Elaboration (1) ACHASSI003

contributing information to shared records of places, families and friends (for example, adding personal details to murals, concept maps, tally charts and pictorial tables)

Elaboration (3) ACHASSI003

creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures; using objects to create bird’s eye view models)

Elaboration ACHASSI006

talking about differences between objects from the past and those of the present using comparative language (for example, 'This toy is older', ‘My new computer game is more fun than the old one', ‘This tree is older than …’)

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Cross Curriculum Priorities