Search

Elaboration (1) ACHASSI019

gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)

making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used …

Elaboration (1) ACHASSI022

sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured

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) ACHASSI025

making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) …

Elaboration (1) ACHASSI027

retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

Elaboration (1) ACHASSK030

comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration (1) ACHASSK033

identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities

Elaboration (1) ACHASSI024

using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions

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 (1) ACHASSK028

comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blende …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities