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Elaboration (1) ACSIS203

describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population, acknowledging uncertainties and the effects of outliers

Elaboration ACHASSI002

exploring sources (for example, pictures, photographs, story books, artefacts, excursions to places, family interviews) to gain information about the past

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

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 ACHASSI023

identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)

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 ACHASSK032

describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of

Elaboration ACHASSI034

developing how, when, where, why questions at the start of and during an investigation and then revisiting the questions to check if they have been answered

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 (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration (2) ACHASSI043

describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts

Elaboration (4) ACHASSI079

using new knowledge to make an argument on a topic relevant to them and their community (for example, whether they agree with a school rule, a proposed change in the community, what the local government can do about an issue)

Elaboration ACHASSK085

investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported

Elaboration ACHASSK090

identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)

Elaboration (2) ACHASSK090

identifying renewable and non-renewable resources

Elaboration ACHASSK091

examining how local government is chosen and by whom

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)

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Cross Curriculum Priorities