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Elaboration (3) ACHASSI043

using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)

Elaboration (3) ACHASSK046

creating models of toys used by children who lived when electricity was not available

Elaboration (2) ACHASSK048

describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

Elaboration ACHASSI037

ordering key events in the history of the local community or in its development (for example, the history of the school; developmental stages of telecommunications technologies)

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) ACHASSI040

interpreting symbols and codes that provide information (for example, map legends)

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 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

Elaboration (1) ACHASSI034

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?’, …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities