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Elaboration (1) ACHASSI006

distinguishing between older and newer, using such clues as the condition of the object, the width of a tree, the height of a person

Elaboration (1) ACHASSI007

sorting pictures of places and people using criteria such as old/new, younger/older, same/different, outside/inside, safe/not safe, special/not special

Elaboration (1) ACHASSI008

identifying how a story connects with an aspect of their family history (for example, how a story book shows how and where their grandparents or a familiar older person once lived)

Elaboration (1) ACHASSI009

describing or drawing special places, telling what they have learnt that makes them special and suggesting how to behave when there

Elaboration (1) ACHASSI010

reporting family history by presenting information in talk, drawings and play and by creating imaginative responses

Elaboration (1) ACHASSK011

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

recognising ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to recognise that the Country/Place and traditional custodians of the land, sea, waterways and sky are acknowledged

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 (1) ACHASSK014

identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features (for example, by inscriptions on stone, stories, sand drawings, paintings, song, music and dance)

Elaboration (1) ACHASSK015

describing the features of their own place and places they are familiar with or they are aware of (for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television)

Elaboration (1) ACHASSK016

identifying how and why the words 'Country/Place' are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong

Elaboration (1) ACHASSK017

describing the features of places that are special to them based on what they see, hear, smell and feel

Elaboration (1) ACHASSI018

asking questions before, during and after listening to stories about people and places and about their past and present

Elaboration (1) ACHASSI019

gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)

Elaboration (1) ACHASSI020

making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used …

Elaboration (1) ACHASSI021

describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

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) ACHASSI023

using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, …

Elaboration (1) ACHASSI024

using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions

Elaboration (1) ACHASSI025

making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) …

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