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Elaboration (2) ACHASSI074

brainstorming ways that information might be collected for an inquiry (for example, surveys, interviews, tallying) and choosing, with teacher guidance, the most effective sources of data (for example, the internet, thematic maps, photographs, satellite …

Elaboration ACHASSK092

distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)

Elaboration ACHASSI074

identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different

Elaboration (1) ACHASSI081

forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, …

Elaboration (3) ACHASSK090

investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)

Elaboration (1) ACHASSI074

identifying sources for a historical study, such as sites, paintings (or their representations), maps, written records/accounts, database information, traditional ballads and stories

Elaboration (2) ACHASSI081

reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising …

Elaboration (4) ACHASSK090

exploring the work of groups and organisations which manage natural resources and/or waste

Elaboration (1) ACHASSK093

listing and comparing the different beliefs, traditions and symbols used by groups

Elaboration (1) ACHASSK086

comparing the European concept of land ownership, including terra nullius, with the Aboriginal and Torres Strait Islander Peoples' relationship with the land, sea, waterways and sky, and how this affected relations between the groups

Elaboration (2) ACHASSK089

investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the …

Elaboration (3) ACHASSI079

concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)

Elaboration (2) ACHASSI080

participating in cooperative strategies that enable decision-making about roles and responsibilities (for example, using de Bonos’ hats)

Elaboration ACHASSI081

reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue

Elaboration (1) ACHASSK085

investigating attitudes to the poor, the treatment of prisoners at that time, and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards

Elaboration ACHASSK089

recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia

Elaboration (1) ACHASSK089

investigating how Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; …

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