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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 (3) ACHASSI081

proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions …

Elaboration ACHASSI082

composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)

Elaboration (1) ACHASSI082

selecting appropriate representations to suit and enhance their communication, including graphs, tables, timelines, photographs and pictures, in digital and non-digital modes

Elaboration (2) ACHASSI082

describing the relative location of different features in a place by distance and compass direction (for example, the distance from their home to the local waste management site, the route of a navigator)

Elaboration (3) ACHASSI082

using accurate and subject-appropriate terms when speaking, writing and illustrating, for example, using historical terms (such as ‘exploration’, ‘navigation’, ‘trade’, penal’, ‘transportation’, ‘contact’, ‘frontier conflict’, 'colonisation’), using geographical …

Elaboration ACHASSK083

mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)

Elaboration (1) ACHASSK083

recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples

Elaboration (2) ACHASSK083

studying early archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the long and continuous connection of Aboriginal Peoples to Country

Elaboration (3) ACHASSK083

investigating pre-contact ways of life of the Aboriginal and/or Torres Strait Islander Peoples; their knowledge of their environment including land management practices; and their fundamental beliefs about the interconnectedness of Country/Place, People, …

Elaboration (4) ACHASSK083

exploring how Aboriginal Peoples exchanged ideas, technology and goods with each other and with Torres Strait Islander Peoples across vast distances

Elaboration (5) ACHASSK083

studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems

Elaboration ACHASSK084

identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery

Elaboration (1) ACHASSK084

investigating what motivated countries to explore and colonise

Elaboration (2) ACHASSK084

examining the journey of one or more explorers (for example, Christopher Columbus, Vasco da Gama, Ferdinand Magellan), using navigation maps to reconstruct their journeys

Elaboration (6) ACHASSK084

examining the journey of one or more explorers of the Australian coastline (for example, the Macassans, Dirk Hartog, Abel Tasman, James Cook, Comte de la Perouse) using navigation maps to reconstruct their journeys

Elaboration (3) ACHASSK084

examining the impact of European exploration or colonisation on ONE society

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

Elaboration (5) ACHASSK084

recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)

Elaboration ACHASSK085

investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported

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