Elaboration ACHASSK068
examining how weather contributes to a climate type
Elaboration | ACHASSK068 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK068
identifying the hot, temperate and polar zones of the world and the difference between climate and weather
Elaboration (1) | ACHASSK068 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK068
identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean)
Elaboration (2) | ACHASSK068 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK068
investigating and comparing what it would be like to live in a place with a different climate to their own place
Elaboration (3) | ACHASSK068 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK069
exploring people’s feelings for place and the factors that influence people’s attachment to place, through reading and viewing poems, songs, paintings and stories
Elaboration | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK069
discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)
Elaboration (1) | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
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)
Elaboration (2) | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK069
investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country
Elaboration (3) | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSK069
examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places
Elaboration (4) | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK070
making a decision as a class by allowing everyone to have a say and a vote
Elaboration | ACHASSK070 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK070
building empathy by reflecting on how it feels to be included or excluded from making decisions and identifying situations when it is fair for decisions to be made without taking a majority vote (for example, by teachers or parents)
Elaboration (1) | ACHASSK070 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK070
identifying places and situations in communities where decisions are made democratically
Elaboration (2) | ACHASSK070 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK071
developing and justifying a set of fair rules and consequences for the class
Elaboration | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK071
identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
Elaboration (1) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
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 (2) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK071
discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules
Elaboration (3) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSK071
exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)
Elaboration (4) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (5) ACHASSK071
identifying who has the authority to make rules (for example, at school or in a sporting club)
Elaboration (5) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK072
identifying groups in the local community or through a virtual community and exploring their purpose
Elaboration | ACHASSK072 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK072
exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)
Elaboration (1) | ACHASSK072 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum