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Elaboration (3) ACSSU115

explaining why different regions of the Earth experience different seasonal conditions

Elaboration (2) ACSIS124

using information and knowledge from previous investigations to predict the expected results from an investigation

Elaboration ACSIS145

constructing tables, graphs, keys and models to represent relationships and trends in collected data

Elaboration (1) ACSSU175

explaining how body systems work together to maintain a functioning body using models, flow diagrams or simulations

Elaboration (2) ACSIS164

revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

Elaboration (4) ACSSU185

evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species

inquiring about the lives, places and events of family members and inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ and ‘What was I doing?’ in response to family photographs)

Elaboration (2) ACHASSI001

posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)

Elaboration ACHASSI007

talking about the relevance of information to a task (for example, how to find treasure on a treasure map, why a class timetable is helpful, how a weather map can help us decide what clothes to wear)

Elaboration (1) ACHASSI008

identifying how a story connects with an aspect of their family history (for example, how a story book shows how and where their grandparents or a familiar older person once lived)

Elaboration ACHASSK014

creating story maps or models to represent the location of the places and features they pass on their way to school

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

Elaboration (1) ACHASSK031

recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place

Elaboration ACHASSI036

sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’

Elaboration (2) ACHASSI053

collecting data from maps, aerial photographs, satellite images or a digital application (for example, Google Earth) to identify, locate and describe different types of settlement

Elaboration (2) ACHASSI075

recording and sorting collected information using tally sheets, murals, surveys, graphs and tables, databases or spreadsheets

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

Elaboration (5) ACHASSK084

recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)

Elaboration (1) ACHASSK085

investigating attitudes to the poor, the treatment of prisoners at that time, and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards

Elaboration (2) ACHASSK088

explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities