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Elaboration (3) ACHGK076

identifying trends in human wellbeing in countries over time

interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for …

Elaboration (3) ACHASSI010

using appropriate terms to describe the direction and location of a place (for example, ‘near and far’, ‘above and below’, ‘beside and opposite’)

Elaboration (3) ACHGS059

analysing trends in internal migration in Australia and China

Elaboration (3) ACHASSI061

selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, timelines, photographs and pictures

Elaboration (3) ACHASSI075

showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass …

Elaboration (3) ACHASSK147

exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)

Elaboration (3) ACHASSI153

collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns …

Elaboration (3) ACHGK059

generating ideas on how to decentralise Australia's urban population using Canberra as an example

Elaboration (3) ACHASSI027

explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …

Elaboration (3) ACHASSI043

using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)

Elaboration (3) ACHASSI057

interpreting cartographic information such as titles, map symbols, north point, compass direction, grid references and major lines of latitude

Elaboration (3) ACHASSK200

exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)

Elaboration (3) ACHGS051

using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)

Elaboration (3) ACHGS073

using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question

Elaboration (3) ACHGK043

discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice

Elaboration (3) ACHGK056

explaining that Aboriginal and Torres Strait Islander Peoples’ population mobility reflects attachment to a number of places through family, Country/Place, dispossession, relocation and employment

Elaboration (3) ACHASSI003

creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures; using objects to create bird’s eye view models)

Elaboration (3) ACHASSI036

making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features

Elaboration (3) ACHASSK066

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

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