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Elaboration ACHASSK045

discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)

Elaboration (1) ACHASSK045

identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, …

Elaboration (2) ACHASSK045

identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

Elaboration ACHASSK046

examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example, changes to land, air and sea transport; the move from wood-fired …

Elaboration (1) ACHASSK046

identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced

Elaboration (2) ACHASSK046

examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)

Elaboration (3) ACHASSK046

creating models of toys used by children who lived when electricity was not available

Elaboration (4) ACHASSK046

identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes

Elaboration ACHASSK047

investigating the definition of a continent and the seven-continent and six-continent models

Elaboration (1) ACHASSK047

using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map

Elaboration (2) ACHASSK047

describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far

Elaboration ACHASSK048

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

Elaboration (1) ACHASSK048

investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples

Elaboration (2) ACHASSK048

describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)

Elaboration ACHASSK049

explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)

Elaboration (1) ACHASSK049

discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)

Elaboration (2) ACHASSK049

describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources

Elaboration ACHASSK050

examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, or through environmental practices such as where their waste ends up and its effect …

Elaboration (1) ACHASSK050

exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)

Elaboration ACHASSK051

investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons

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