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Elaboration (2) ACHASSK066

comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented

Elaboration (3) ACHASSK066

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

Elaboration (4) ACHASSK066

exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes

using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia

Elaboration (1) ACHASSK067

describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics

Elaboration ACHASSK068

examining how weather contributes to a climate type

Elaboration (1) ACHASSK068

identifying the hot, temperate and polar zones of the world and the difference between climate and weather

Elaboration (2) ACHASSK068

identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean)

Elaboration (3) ACHASSK068

investigating and comparing what it would be like to live in a place with a different climate to their own place

Elaboration ACHASSK069

exploring people’s feelings for place and the factors that influence people’s attachment to place, through reading and viewing poems, songs, paintings and stories

Elaboration (1) ACHASSK069

discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)

Elaboration (2) ACHASSK069

exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)

Elaboration (3) ACHASSK069

investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country

Elaboration (4) ACHASSK069

examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places

Elaboration ACHASSK070

making a decision as a class by allowing everyone to have a say and a vote

Elaboration (1) ACHASSK070

building empathy by reflecting on how it feels to be included or excluded from making decisions and identifying situations when it is fair for decisions to be made without taking a majority vote (for example, by teachers or parents)

Elaboration (2) ACHASSK070

identifying places and situations in communities where decisions are made democratically

Elaboration ACHASSK071

developing and justifying a set of fair rules and consequences for the class

Elaboration (1) ACHASSK071

identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed

Elaboration (2) ACHASSK071

considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)

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Cross Curriculum Priorities