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Elaboration ACMSP227

investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste

Elaboration (1) ACMSP253

evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

Elaboration ACMSP277

evaluating the appropriateness of sampling methods in reports where statements about a population are based on a sample

Elaboration (1) ACMSP277

evaluating whether graphs in a report could mislead, and whether graphs and numerical information support the claims

Elaboration (2) ACSIS124

using information and knowledge from previous investigations to predict the expected results from an investigation

Elaboration (1) ACSIS234

deciding whether or not to accept claims based on scientific evidence

Elaboration (2) ACSIS164

revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

Elaboration (4) ACSSU185

evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species

Elaboration ACHASSI001

posing questions about family and places having explored sources relating to their own life (for example, sources such as family interviews, photographs, stories, film, classmates’ paintings, excursions to places)

Elaboration (2) ACHASSI001

posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)

Elaboration ACHASSI007

talking about the relevance of information to a task (for example, how to find treasure on a treasure map, why a class timetable is helpful, how a weather map can help us decide what clothes to wear)

Elaboration ACHASSK011

identifying and naming the different members of a family (for example, mother, father, step-parent, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating concept maps of their family with pictures or photographs to show the relationship …

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration (1) ACHASSK013

sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family and creating a class museum

Elaboration (2) ACHASSK013

recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)

Elaboration ACHASSK014

creating story maps or models to represent the location of the places and features they pass on their way to school

Elaboration (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (2) ACHASSK017

discussing different ways they could contribute to caring for special places including those that are unique

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

Elaboration (2) ACHASSI025

imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …

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