Search

Elaboration (1) ACHASSK071

identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed

Elaboration (2) ACHASSK071

considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)

discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules

Elaboration (4) ACHASSK071

exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)

Elaboration (5) ACHASSK071

identifying who has the authority to make rules (for example, at school or in a sporting club)

Elaboration ACHASSK072

identifying groups in the local community or through a virtual community and exploring their purpose

Elaboration (1) ACHASSK072

exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)

Elaboration (2) ACHASSK072

investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)

Elaboration (3) ACHASSK072

exploring the motivations of people who have contributed to communities (for example, local community volunteers, leaders and Elders)

Elaboration ACHASSI073

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)

Elaboration (1) ACHASSI073

developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present

Elaboration (2) ACHASSI073

generating a range of questions (for example, evaluation questions, reflecting questions) about contemporary issues reported in the media

Elaboration (3) ACHASSI073

discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’

Elaboration ACHASSI074

identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different

Elaboration (1) ACHASSI074

identifying sources for a historical study, such as sites, paintings (or their representations), maps, written records/accounts, database information, traditional ballads and stories

Elaboration (2) ACHASSI074

brainstorming ways that information might be collected for an inquiry (for example, surveys, interviews, tallying) and choosing, with teacher guidance, the most effective sources of data (for example, the internet, thematic maps, photographs, satellite …

Elaboration (3) ACHASSI074

using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)

Elaboration (4) ACHASSI074

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

Elaboration (5) ACHASSI074

acquiring geographical information about environments and resources from a range of sources, such as a knowledgeable Aboriginal community member or from schools in contrasting parts of Australia and/or other countries in the Southern Hemisphere

Elaboration ACHASSI075

using graphic organisers to sort and record information (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, Y-charts, network diagrams) or to show simple relationships (for example, a food web in mangrove or Antarctic wate …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities