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Elaboration ACHASSI027

creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings

Elaboration (3) ACHASSK031

describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care

Elaboration (1) ACHASSI042

sharing with their teacher, other students and members of their family what they know and have learnt about connections with other places, and explaining the significance of these connections

Elaboration (2) ACHASSI042

using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it

composing reports with multimedia to share findings (for example, findings of a comparison of past and present daily life, a report on how access to and use of a place has changed over time, or recommendations on a building of significance)

Elaboration ACHASSK049

explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)

Elaboration (2) ACHASSK049

describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources

Elaboration ACHASSI054

using information technologies to record and organise information in tables, databases and digital concept maps (for example, creating a consequence chart to show what happens when school rules are not followed, or when human settlement damages a component …

Elaboration ACHASSI059

sharing and listening to others’ stories about their community and place (for example, Aboriginal or Torres Strait Islander oral histories of an area, park ranger recounts, speakers from commemorative organisations, personal experiences of celebratio …

Elaboration (1) ACHASSI061

arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing in their community, the need to preserve an endangered species) and making effective use …

Elaboration (2) ACHASSK062

discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky

Elaboration (3) ACHASSK071

discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules

Elaboration (4) ACHASSK071

exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)

Elaboration (2) ACHASSK072

investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)

Elaboration ACHASSI077

exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)

Elaboration (1) ACHASSI080

exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) …

Elaboration (5) ACHASSK086

examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal Peoples' Country

Elaboration (5) ACHASSI095

finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of …

Elaboration (3) ACHASSI099

exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during …

Elaboration (3) ACHASSI102

discussing the priorities and ethics evident in past decisions (for example, in clearing of native vegetation for farming, in stealing food to survive)

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