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Elaboration ACHASSI042

reflecting on their increasing knowledge of special places and natural systems in their local area and, whether their ideas about and behaviours have changed as a result of greater understanding

Elaboration (2) ACHASSI035

surveying peers to discover how they are connected to people in other places in Australia and the world, or to find out how frequently they visit places and for what purpose

Elaboration (3) ACHASSI035

exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations

drawing conclusions about how traditional Aboriginal and Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods and ideas across the continent and its islands)

Elaboration (1) ACHASSK046

identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced

Elaboration (3) ACHASSK046

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

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 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 (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

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

Elaboration (3) ACHASSI039

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 (1) ACHASSI042

sharing with their teacher, other students and members of their family what they know and have learnt about connections with other places, and explaining the significance of these connections

Elaboration (1) ACHASSI038

examining the points of view of older generations about changes over time (for example, changes to the natural or built environment, changes to daily living)

Elaboration (2) ACHASSK044

investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these …

Elaboration ACHASSK046

examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example, changes to land, air and sea transport; the move from wood-fired …

Elaboration (2) ACHASSK046

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)

Elaboration (4) ACHASSK046

identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes

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Cross Curriculum Priorities