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Elaboration (4) ACHASSK046

identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes

Elaboration ACHASSK047

investigating the definition of a continent and the seven-continent and six-continent models

using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map

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 (1) ACHASSK048

investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples

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 ACHASSK049

explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)

Elaboration (1) ACHASSK049

discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)

Elaboration (2) ACHASSK049

describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources

Elaboration ACHASSK050

examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, or through environmental practices such as where their waste ends up and its effect …

Elaboration (1) ACHASSK050

exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)

Elaboration ACHASSK051

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

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 (2) ACHASSK051

investigating how people's connections with places are affected by transport and information and telecommunications technologies

Elaboration ACHASSI052

posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community ('Who?', 'What?', 'When?', 'Where?', 'Why?')

Elaboration (1) ACHASSI052

developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions …

Elaboration (2) ACHASSI052

asking key questions when investigating a topic (for example, questions such as 'How did people settle?', 'Who were they?', 'Why did they come to the area?' when researching the establishment of a local community) and probing questions during an investigation …

Elaboration (3) ACHASSI052

posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)

Elaboration ACHASSI053

locating sources suited to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online)

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Cross Curriculum Priorities