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Elaboration (2) ACHASSK048

describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)

Elaboration (2) ACHASSI040

interpreting symbols and codes that provide information (for example, map legends)

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)

Elaboration (2) ACHASSI039

identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)

Elaboration (1) ACHASSI035

locating historical evidence of the local community’s past (for example, place and street names that commemorate people, monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains)

Elaboration (1) ACHASSI039

identifying how objects and activities are similar or different depending on conditions in local and distant places (for example, clothes, transport, technology)

Elaboration (1) ACHASSK050

exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)

Elaboration (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (2) ACHASSI036

locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map

Elaboration (1) ACHASSI034

developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, …

Elaboration (1) ACHASSI036

creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified

Elaboration (1) ACHASSI041

making generalisations from data showing patterns and relationships (for example, the relationship between the distance of places and the frequency of visits to them; between rubbish in the school and eating areas; between marine animals and where human …

Elaboration (2) ACHASSI035

surveying peers to discover how they are connected to people in other places in Australia and the world, or to find out how frequently they visit places and for what purpose

Elaboration (2) ACHASSK047

describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far

Elaboration (2) ACHASSK051

investigating how people's connections with places are affected by transport and information and telecommunications technologies

Elaboration (1) ACHASSK046

identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced

Elaboration (2) ACHASSI041

discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious …

Elaboration (2) ACHASSK046

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)

Elaboration (2) ACHASSI038

listening to different stories (for example, Dreaming and Creation stories) about reasons for the change of seasons or about how natural features of Earth were created

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities