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Elaboration ACHASSK048

examining the names of features and places in the local area, the meaning of these names and why they were chosen

Elaboration ACHASSI127

surveying businesses in the local area to find out what influences their choices concerning the way they provide goods and services

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 (1) ACHASSK189

examining the role transport plays in people’s ability to access services and participate in activities in the local area

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 (2) ACHGK043

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

Elaboration (1) ACHGK044

examining the role transport plays in people’s ability to access services and participate in activities in the local area

Elaboration (2) ACHGK045

investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability

Elaboration ACHGS055

developing questions on an area of focus in the geographical knowledge and understanding strand (for example, about types of landforms or reasons for urban settlements)

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 (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 (1) ACHASSI026

describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it

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 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 (3) ACHASSK088

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Elaboration (3) ACHASSI104

assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)

Elaboration ACHGS047

developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

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 ACHASSK017

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

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