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Elaboration ACHASSK028

considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, …

Elaboration (2) ACHASSK028

examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work …

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

Elaboration (1) ACHASSI022

sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured

Elaboration (1) ACHASSK028

comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blende …

Elaboration ACHASSI019

exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)

Elaboration (2) ACHASSK029

identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance …

Elaboration (3) ACHASSK029

examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) …

Elaboration ACHASSI022

comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)

Elaboration (1) ACHASSK031

recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration (2) ACHASSI023

exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed

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) ACHASSI026

discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)

Elaboration (1) ACHASSI027

retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs

Elaboration ACHASSK030

comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed

Elaboration (1) ACHASSK030

comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

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Cross Curriculum Priorities