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Elaboration (1) ACHASSI021

describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

using graphic organisers to show the sequential stages of a process (for example, a flowchart that shows the stages of local government decision-making; a consequence wheel that shows causes and effects; seasonal charts such as an Aboriginal representation …

Elaboration (1) ACHASSI105

describing the relative location of places and their features in Australia and in selected countries of North America and Europe

Elaboration (1) ACHASSI037

creating a timeline, slideshow or story to show how things develop sequentially (for example, seasonal change in plants, cycles of the weather, personal growth milestones)

Elaboration (1) ACHASSI133

developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing sources to justify reasoning

Elaboration (1) ACHASSI004

drawing story maps of events described in story books or in stories told by a storyteller

Elaboration (1) ACHASSI010

reporting family history by presenting information in talk, drawings and play and by creating imaginative responses

Elaboration (1) ACHASSI097

creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence …

Elaboration (1) ACHASSI125

developing flowcharts to show steps in a sequence (for example, the flow of goods and services, the passage of a bill through parliament)

Elaboration (1) ACHASSK177

describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)

Elaboration (1) ACHASSK182

describing how water is an available resource when it is groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water) and treated or recycled (grey water), and a potential resource when it exists as salt water, ice …

Elaboration (1) ACHASSK190

explaining the importance of water quality to the liveability of places now and into the future

Elaboration (1) ACHASSI006

distinguishing between older and newer, using such clues as the condition of the object, the width of a tree, the height of a person

Elaboration (1) ACHASSK015

describing the features of their own place and places they are familiar with or they are aware of (for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television)

Elaboration (1) ACHASSI018

asking questions before, during and after listening to stories about people and places and about their past and present

Elaboration (1) ACHASSI023

using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, …

Elaboration (1) ACHASSI026

describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it

Elaboration (1) ACHASSI034

developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, …

Elaboration (1) ACHASSK091

exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)

Elaboration (1) ACHASSK187

explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard

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