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Elaboration (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (2) ACHASSK029

identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance …

Elaboration (3) ACHASSI035

exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations

Elaboration ACHASSK045

discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)

Elaboration (2) ACHASSK045

identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

Elaboration ACHASSI058

explaining conclusions about how their place and community have changed and developed (for example, settlement patterns, local changes in plant and animal species, historic events, cultural celebrations)

Elaboration ACHASSI060

recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place …

Elaboration (1) ACHASSI060

reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)

Elaboration (2) ACHASSK063

identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental …

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

Elaboration (2) ACHASSK071

considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)

Elaboration (4) ACHASSK071

exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)

Elaboration ACHASSI074

identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different

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 (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 (4) ACHASSI077

sharing aspects of their cultural identity and considering how it might be similar and different to the cultural identity of others

Elaboration (1) ACHASSI081

forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, …

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