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Elaboration (2) ACHASSI024

finding a hidden item using a map or plan that shows its location

Elaboration (3) ACHASSI026

imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future

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

interpreting distance on maps using terms such as ‘metres’, ‘distant’, ‘close’, ‘local’, ‘many hours in a bus/car/plane’, ‘walking distance’ to decide on the accessibility of different features and places

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 (3) ACHASSI043

using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)

Elaboration (2) ACHASSK047

describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far

Elaboration ACHASSK048

examining the names of features and places in the local area, the meaning of these names and why they were chosen

Elaboration (2) ACHASSK048

describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

Elaboration (5) ACHASSI053

acquiring geographical information from schools in geographically contrasting parts of Australia and/or neighbouring countries

Elaboration ACHASSI056

distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events

Elaboration (3) ACHASSI057

interpreting cartographic information such as titles, map symbols, north point, compass direction, grid references and major lines of latitude

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 (5) ACHASSK071

identifying who has the authority to make rules (for example, at school or in a sporting club)

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 (2) ACHASSI078

interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)

Elaboration (4) ACHASSI078

comparing environments in places of similar climate and vegetation that are located on different continents (for example, sandy, icy and stony deserts of Australia, Africa, Antarctica and South America)

Elaboration ACHASSI130

planning a project, campaign or enterprise around an identified challenge with specification of the sequence of tasks and activities, responsibilities and deadlines

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Cross Curriculum Priorities