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Elaboration (3) ACHASSK031

describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care

Elaboration (3) ACHASSK033

describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration (3) ACHASSI035

exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations

Elaboration (3) ACHASSI036

making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features

examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, …

Elaboration (3) ACHASSI040

explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)

Elaboration (3) ACHASSI043

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 (3) ACHASSI052

posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)

Elaboration (3) ACHASSI053

collecting information about the changing composition of their community from sources, such as census data, cemetery observations, interviews with older people or surveys

Elaboration (3) ACHASSI054

constructing and annotating maps (for example, to show the natural and human features of Australia) using the appropriate cartographic conventions including map symbols, title and north point

Elaboration (3) ACHASSI056

exploring stories about places and people told by Aboriginal and Torres Strait Islander Peoples, and by people from other cultures including people from Asia and the Pacific region

Elaboration (3) ACHASSI057

interpreting cartographic information such as titles, map symbols, north point, compass direction, grid references and major lines of latitude

Elaboration (3) ACHASSI059

valuing for and against arguments when making personal and group decisions

Elaboration (3) ACHASSI060

considering the findings of an inquiry when developing a plan of action to achieve a set goal (for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose)

Elaboration (3) ACHASSI061

selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, timelines, photographs and pictures

Elaboration (3) ACHASSK063

exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)

Elaboration (3) ACHASSK064

recognising the significance of other days or weeks (including the anniversary of the national Apology to Australia’s Indigenous Peoples of 2008, National Reconciliation Week, International Women’s Day, Labour Day and Harmony Day)

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

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