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Elaboration ACHASSI008

suggesting ideas about the use of objects from the past and proposing reasons why the objects might have been important

Elaboration (1) ACHASSI008

identifying how a story connects with an aspect of their family history (for example, how a story book shows how and where their grandparents or a familiar older person once lived)

Elaboration ACHASSI009

talking about what has been learnt about a place or site of significance to themselves or others and if they would like it to stay the same in the future

Elaboration (1) ACHASSI009

describing or drawing special places, telling what they have learnt that makes them special and suggesting how to behave when there

describing events they have experienced and/or different places they have visited, using different modes of communication, (for example, orally, through objects, pictures and drawings, role-play and photographs)

Elaboration (1) ACHASSI010

reporting family history by presenting information in talk, drawings and play and by creating imaginative responses

Elaboration (2) ACHASSI010

using simple terms to denote the passage of time (for example, 'then', 'now', 'yesterday', 'today', 'tomorrow') when talking about their experiences

Elaboration (3) ACHASSI010

using appropriate terms to describe the direction and location of a place (for example, ‘near and far’, ‘above and below’, ‘beside and opposite’)

Elaboration ACHASSK011

identifying and naming the different members of a family (for example, mother, father, step-parent, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating concept maps of their family with pictures or photographs to show the relationship …

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration ACHASSK012

making a calendar of commemorative events that students, their family and friends celebrate (for example, birthdays, religious festivals such as Easter, Ramadan, Buddha’s Birthday, Feast of Passover; family reunions and community commemorations such as …

Elaboration (1) ACHASSK012

recognising ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to recognise that the Country/Place and traditional custodians of the land, sea, waterways and sky are acknowledged

Elaboration ACHASSK013

engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander Peoples and recognising that the past is communicated through stories passed down from generation to generation

Elaboration (1) ACHASSK013

sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family and creating a class museum

Elaboration (2) ACHASSK013

recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)

Elaboration (3) ACHASSK013

using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

Elaboration ACHASSK014

creating story maps or models to represent the location of the places and features they pass on their way to school

Elaboration (1) ACHASSK014

identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features (for example, by inscriptions on stone, stories, sand drawings, paintings, song, music and dance)

Elaboration (2) ACHASSK014

describing how the globe is a representation of the world and locating Australia and other places on a globe

Elaboration ACHASSK015

identifying the places they live in and belong to (for example, a neighbourhood, suburb, town or rural locality)

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Cross Curriculum Priorities