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Elaboration (2) ACHASSI026

discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)

Elaboration ACHASSK030

comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed

Elaboration (1) ACHASSK033

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

Elaboration (3) ACHASSI026

imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future

Elaboration (1) ACHASSI018

asking questions before, during and after listening to stories about people and places and about their past and present

Elaboration (2) ACHASSI018

preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value

Elaboration ACHASSI022

comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)

Elaboration (1) ACHASSI022

sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured

Elaboration ACHASSI023

identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)

Elaboration ACHASSI026

recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated

Elaboration ACHASSI019

exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)

Elaboration (2) ACHASSK028

examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work …

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

Elaboration (2) ACHASSK029

identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance …

Elaboration (1) ACHASSK031

recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place

Elaboration (2) ACHASSI023

exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities