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Elaboration (2) ACHASSI038

listening to different stories (for example, Dreaming and Creation stories) about reasons for the change of seasons or about how natural features of Earth were created

examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, …

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) ACHASSI043

describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts

Elaboration (1) ACHASSK045

identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, …

Elaboration ACHASSK065

comparing the significance of national days in different countries, looking at why they developed and elements they have in common

Elaboration (2) ACHASSK065

investigating the origins and significance of some international celebrations or commemorations (for example, the International Day of Peace)

Elaboration (1) ACHASSK069

discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)

Elaboration ACHASSI073

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)

Elaboration (3) ACHASSI077

exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)

Elaboration (3) ACHASSI103

using agreed criteria as the basis for an assessment of the advantages and disadvantages of choices (for example, for determining which actions are most likely to be effective to restore a damaged environment)

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

Elaboration (2) ACHASSK116

clarifying who has the right to vote and stand for election in Australia

Elaboration ACHASSI127

surveying businesses in the local area to find out what influences their choices concerning the way they provide goods and services

Elaboration (1) ACHASSI130

participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility for respectful interactions with others

Elaboration (1) ACHASSK147

discussing the Australian citizenship pledge and comparing it to the former oath of allegiance to the monarch to explore notions of allegiance

Elaboration ACHASSK150

exploring how a decision to buy an item affects the family (for example, ‘Did the family have to put off buying another item to have this one?’)

Elaboration (1) ACHASSK150

investigating whether buying at the local supermarket helps the local community

Elaboration (2) ACHASSK150

considering if their actions have an effect on the environment (for example, does choosing to use recyclable shopping bags have an effect on the natural environment?)

Elaboration (1) ACHASSI152

developing a range of different types of questions for specific purposes including follow-up questions that deepen understandings (for example, questions to design and revise the stages of an enterprise project, questions to test the validity of assumptions, …

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