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Elaboration (3) ACHASSI039

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

Elaboration (3) ACHASSK066

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

Elaboration (3) ACHASSK068

investigating and comparing what it would be like to live in a place with a different climate to their own place

Elaboration (3) ACHASSK069

investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country

Elaboration (3) ACHASSK071

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 (3) ACHASSK072

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

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Cross Curriculum Priorities