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) | ACHASSK045 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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
Elaboration (3) | ACHASSI035 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK049
discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)
Elaboration (1) | ACHASSK049 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK048
investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples
Elaboration (1) | ACHASSK048 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (2) | ACHASSK046 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK048
examining the names of features and places in the local area, the meaning of these names and why they were chosen
Elaboration | ACHASSK048 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK049
explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)
Elaboration | ACHASSK049 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (1) | ACHASSI038 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI041
discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious …
Elaboration (2) | ACHASSI041 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK044
suggesting reasons for the location of a local landmark (for example, community building, landmark or war memorial) before searching for resources that provide an explanation
Elaboration (1) | ACHASSK044 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (2) | ACHASSI038 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK045
identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)
Elaboration (2) | ACHASSK045 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK049
describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources
Elaboration (2) | ACHASSK049 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK051
investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons
Elaboration | ACHASSK051 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 | ACHASSK046 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (2) | ACHASSI035 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSI041
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 | ACHASSI041 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (1) | ACHASSK046 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK046
creating models of toys used by children who lived when electricity was not available
Elaboration (3) | ACHASSK046 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK045
discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)
Elaboration | ACHASSK045 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum