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Elaboration (2) ACHASSI023

exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed

categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)

Elaboration ACHASSI024

finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)

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 (2) ACHASSI024

finding a hidden item using a map or plan that shows its location

Elaboration ACHASSI025

using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have …

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) …

Elaboration (2) ACHASSI025

imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …

Elaboration ACHASSI026

recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated

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 (2) ACHASSI026

discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)

Elaboration (3) ACHASSI026

imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future

Elaboration ACHASSI027

creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings

Elaboration (1) ACHASSI027

retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs

Elaboration (2) ACHASSI027

using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)

Elaboration (3) ACHASSI027

explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …

Elaboration ACHASSK028

considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, …

Elaboration (1) ACHASSK028

comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blende …

Elaboration (2) ACHASSK028

examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work …

Elaboration ACHASSK029

predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …

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