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ACLHIC001

Interact with teacher and peers to exchange greetings, talk about themselves and their families, to express thanks, wishes, feelings and preferences[Key concepts: self, family, home, wishes; Key processes: interacting, greeting, describing]

Elaborations ScOT Terms

Elaboration ACELA1488

recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts

Elaboration ACHASSK028

considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, …

Elaboration ACHASSK135

investigating the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, …

Elaboration (1) ACHASSK028

comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blende …

Elaboration ACHASSI019

exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)

Elaboration (1) ACPPS042

investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values

ACHASSK013

How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums

Elaborations ScOT Terms

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)

Elaboration (2) ACPPS016

discussing ways families and cultural groups acknowledge and celebrate major stages of development

Elaboration ACHASSK051

investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons

Elaboration (1) ACDSEH020

investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices …

Elaboration ACDSEH104

describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families

Elaboration ACPPS024

examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different

Elaboration ACHASSK188

investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, rural to urban migration, retiree tree change and families …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities