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Elaboration (1) ACHASSI009

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

Elaboration (1) ACHASSI005

identifying places in the playground or local area that they like or places they like to avoid, and talking about the reasons for their feelings

ordering images and objects (for example, photographs, drawings or artefacts) to show a sequence of significant personal events or milestones (such as age when beginning to walk and talk, at the birth of a sibling, when moving house, when new teeth appear, …

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 ACHASSK017

identifying places they consider to be ‘special’ (for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance) and explaining why the place is special to them

Elaboration (1) ACHASSI010

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

Elaboration (1) ACHASSK017

describing the features of places that are special to them based on what they see, hear, smell and feel

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 (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 ACHASSK016

identifying and using the name of the local Aboriginal or Torres Strait Islander language group

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 ACHASSI001

posing questions about family and places having explored sources relating to their own life (for example, sources such as family interviews, photographs, stories, film, classmates’ paintings, excursions to places)

Elaboration (1) ACHASSI001

inquiring about the lives, places and events of family members and inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ and ‘What was I doing?’ in response to family photographs)

Elaboration (1) ACHASSI002

listening to stories from oral, audiovisual and other sources to find information about family, friends, celebrations, places and Aboriginal and Torres Strait Islander cultures

Elaboration ACHASSI005

comparing aspects of the childhood of parents, grandparents, elders or a familiar older person, with similar aspects of childhood today (for example, the favourite games of a familiar older person with those of self and class friends)

Elaboration (1) ACHASSK011

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

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)

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