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Elaboration (3) ACHASSI001

asking questions about the place they are in after being encouraged to observe it using different senses

Elaboration (3) ACHCS084

applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead

Elaboration (3) ACHGK052

investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires

Elaboration (3) ACHASSI152

appreciating that there may not be a definitive answer to an inquiry question

Elaboration (3) ACDSEH017

identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire

Elaboration (3) ACHGS048

considering the reliability of primary and secondary data by finding out how and when it was collected, by whom and for what purpose

analysing texts relating to a school, club or government election (for example, speeches, advertisements, campaign materials, symbols, how to vote cards, result records) to determine who created them and their purpose

Elaboration (3) ACHGK040

investigating whether the use of water in their place is sustainable

Elaboration (3) ACHASSI026

imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future

Elaboration (3) ACHASSK033

describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

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) ACHASSK046

creating models of toys used by children who lived when electricity was not available

Elaboration (3) ACHASSI073

discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’

Elaboration (3) ACHASSK150

investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)

Elaboration (3) ACHASSI129

drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)

Elaboration (3) ACHASSI018

collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ ques …

Elaboration (3) ACHASSI158

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 …

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