Search

Elaboration ACPMP101

using established criteria to apply and evaluate the effectiveness of movement concepts and strategies

Elaboration ACELY1704

using research from print and digital resources to gather and organise information for writing

Elaboration ACELY1742

debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests

Elaboration ACHASSI021

using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks

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)

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 (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 (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

Elaboration ACHASSI056

distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events

Elaboration (1) ACHASSI059

understanding their roles, rights and responsibilities in group situations

Elaboration (1) ACHASSK067

describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics

Elaboration (2) ACHASSK069

exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)

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 (2) ACHASSI078

interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)

Elaboration (4) ACHASSI078

comparing environments in places of similar climate and vegetation that are located on different continents (for example, sandy, icy and stony deserts of Australia, Africa, Antarctica and South America)

Elaboration ACHASSK092

distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)

Elaboration (2) ACHASSI096

deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or …

Elaboration (1) ACHASSI102

using communication technologies to exchange information and to facilitate the development of a collaborative response

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities