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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 ACHASSI056

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

Elaboration (1) ACHASSI059

understanding their roles, rights and responsibilities in group situations

Elaboration (1) ACHASSK067

describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics

Elaboration (2) ACHASSK069

exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)

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 (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 ACHASSK092

distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)

Elaboration (2) ACHASSI096

deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or …

Elaboration (1) ACHASSI102

using communication technologies to exchange information and to facilitate the development of a collaborative response

Elaboration ACHASSI130

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

Elaboration (3) ACHASSK150

investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)

Elaboration ACHASSI153

identifying steps in the research process (for example, identifying information needed, locating information, recording relevant information from sources)

Elaboration ACHASSI156

considering relevance and validity when choosing sources and gathering data and information about historical, geographical, social, economic and business issues or events (for example, the relevance of documents written at the time of an event; the validity …

Elaboration (5) ACHASSI156

discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)

Elaboration (4) ACHASSI163

using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours …

Elaboration ACHASSK167

identifying different approaches to historical investigation (such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating)

Elaboration ACHASSK170

investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo

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