Search

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 (2) ACHASSK015

identifying how places provide people with their basic needs (for example, water, food and shelter) and why they should be looked after for the future

Elaboration ACHASSK016

identifying and using the name of the local Aboriginal or Torres Strait Islander language group

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 (2) ACHASSK016

inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area

Elaboration (3) ACHASSK016

identifying local Aboriginal and/or Torres Strait Islander landmarks in the local area

Elaboration ACHASSK017

identifying places they consider to be ‘special’ (for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance) and explaining why the place is special to them

Elaboration (1) ACHASSK017

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

Elaboration (2) ACHASSK017

discussing different ways they could contribute to caring for special places including those that are unique

Elaboration ACHASSI018

posing questions with the stems ‘where’, ‘what’, ‘how’ and ‘why’ about families, celebrations, places and the weather

Elaboration (1) ACHASSI018

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

Elaboration (2) ACHASSI018

preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value

Elaboration (3) ACHASSI018

collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ ques …

Elaboration ACHASSI019

exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)

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 (2) ACHASSI019

using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and how they have changed over time, including places with largely natural features …

Elaboration (3) ACHASSI019

gathering information about the weather and seasons from the media, their own observations and from stories (for example, Aboriginal and Torres Strait Islander stories)

Elaboration ACHASSI020

creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)

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 (2) ACHASSI020

recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities