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Elaboration ACHASSI056

distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events

Elaboration (1) ACHASSI059

understanding their roles, rights and responsibilities in group situations

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)

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 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 (2) ACHASSI059

respecting ways to ensure others’ points of view are shared in group situations (for example, adhering to and defending strategies that enable turn-taking and eliminate talking over others)

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 (2) ACHASSK066

comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented

Elaboration (3) ACHASSK068

investigating and comparing what it would be like to live in a place with a different climate to their own place

Elaboration (2) ACHASSK070

identifying places and situations in communities where decisions are made democratically

Elaboration (1) ACHASSK071

identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed

Elaboration (3) ACHASSI052

posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)

Elaboration ACHASSI060

recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place …

Elaboration (2) ACHASSK071

considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)

Elaboration ACHASSI053

locating sources suited to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online)

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