Search

Elaboration (1) ACHASSI005

identifying places in the playground or local area that they like or places they like to avoid, and talking about the reasons for their feelings

Elaboration (2) ACHASSK188

comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability

Elaboration (2) ACHASSK190

investigating the concepts of environmental quality and pollutions by surveying the environmental quality of their local area and its effect on liveability

Elaboration (3) ACTDEK010

considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area

Elaboration (2) ACHASSI003

illustrating on a pictorial map, or by making a model, the location of their home in relation to school or other features of the local area

Elaboration (1) ACELY1667

preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics

Elaboration (3) ACTDEK004

exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area

identifying places they consider to be ‘special’ (for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance) and explaining why the place is special to them

Elaboration (3) ACHASSI074

using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)

Elaboration ACHASSK083

mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)

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 (2) ACPMP014

identifying boundaries such as personal space and playing area

Elaboration ACHASSK180

explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)

Elaboration ACHASSI042

reflecting on their increasing knowledge of special places and natural systems in their local area and, whether their ideas about and behaviours have changed as a result of greater understanding

Elaboration (1) ACHGK047

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or traditional …

Elaboration ACHASSK186

examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)

Elaboration (1) ACHASSK192

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including …

Elaboration (2) ACHASSI020

recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity …

Elaboration (4) ACHASSI056

sharing points of view and identifying different perspectives and actions relating to issues that affect themselves and their peers (for example, discussing class rules, the different responses to them by class members, different perceptions of the value …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities