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Elaboration ACSIS037

using the senses to explore the local environment to pose interesting questions, make inferences and predictions

Elaboration (1) ACSIS053

jointly constructing questions that may form the basis for investigation

Elaboration (1) ACSIS058

discussing as a whole class the idea of fairness in testing

Elaboration (1) ACSIS090

identifying patterns in data and developing explanations that fit these patterns

Elaboration ACSIS091

working collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved

Elaboration (1) ACSIS093

constructing multi-modal texts to communicate science ideas

Elaboration ACSIS131

discussing investigation methods with others to share ideas about the quality of the inquiry process

Elaboration (4) ACSHE135

discussing ethical issues that arise from organ transplantation

Elaboration ACSHE136

describing how technologies have been applied to modern farming techniques to improve yields and sustainability

Elaboration (1) ACSIS146

discussing investigation methods with others to share ideas about the quality of the inquiry process

Elaboration (2) ACSIS172

describing how scientific arguments are used to make decisions regarding personal and community issues

Elaboration (1) ACSIS208

constructing evidence based arguments and engaging in debate about scientific ideas

using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

Elaboration (2) ACHASSK014

describing how the globe is a representation of the world and locating Australia and other places on a globe

Elaboration ACHASSK017

identifying places they consider to be ‘special’ (for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance) and explaining why the place is special to them

Elaboration (3) ACHASSI040

explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)

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 ACHASSI082

composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)

Elaboration ACHASSK088

identifying the main types of vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation

Elaboration ACHASSI100

interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event …

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Cross Curriculum Priorities