Search

Elaboration ACHASSI073

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)

Elaboration (1) ACHASSI073

developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present

Elaboration (2) ACHASSI073

generating a range of questions (for example, evaluation questions, reflecting questions) about contemporary issues reported in the media

Elaboration (3) ACHASSI073

discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’

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) 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) 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 (3) ACHASSI074

using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)

Elaboration (4) ACHASSI074

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

Elaboration (5) ACHASSI074

acquiring geographical information about environments and resources from a range of sources, such as a knowledgeable Aboriginal community member or from schools in contrasting parts of Australia and/or other countries in the Southern Hemisphere

Elaboration ACHASSI075

using graphic organisers to sort and record information (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, Y-charts, network diagrams) or to show simple relationships (for example, a food web in mangrove or Antarctic wate …

Elaboration (1) ACHASSI075

constructing maps, graphs or tables to display data and information (for example, changes in the distribution of different types of vegetation; the loss of native species; the movement of peoples over time; the population of places over time; resource …

Elaboration (2) ACHASSI075

recording and sorting collected information using tally sheets, murals, surveys, graphs and tables, databases or spreadsheets

Elaboration (3) ACHASSI075

showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass …

Elaboration (4) ACHASSI075

annotating maps using the appropriate cartographic conventions including map symbols, scale and north point to show places and their features, in Australia, and in selected countries of Africa and South America

Elaboration ACHASSI076

creating a timeline by accurately placing information about key events or people in chronological order and explaining the sequence

Elaboration (1) ACHASSI076

using graphic organisers to show the sequential stages of a process (for example, a flowchart that shows the stages of local government decision-making; a consequence wheel that shows causes and effects; seasonal charts such as an Aboriginal representation …

Elaboration (2) ACHASSI076

recounting and sequencing events associated with a particular history (for example, developing an annotated map to describe the sea route of the First Fleet and the timing of its passage)

Elaboration ACHASSI077

exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)

Elaboration (1) ACHASSI077

exploring different stories associated with a past event to discover the experiences, thoughts or feelings of the people at that time (for example, the points of view of male, female and child convicts, soldiers, free settlers, some Aboriginal and Torres …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities