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Elaboration (1) ACHASSK069

discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)

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)

constructing maps, graphs or tables to display data and information (for example, changes in the distribution of different types of vegetation; the loss of native species; the movement of peoples over time; the population of places over time; resource …

Elaboration (2) ACHASSI078

interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)

Elaboration (1) ACHASSI079

explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change

Elaboration (2) ACHASSI079

finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; …

Elaboration (1) ACHASSI081

forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, …

Elaboration (2) ACHASSI081

reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising …

Elaboration (3) ACHASSI081

proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions …

Elaboration (3) ACHASSI082

using accurate and subject-appropriate terms when speaking, writing and illustrating, for example, using historical terms (such as ‘exploration’, ‘navigation’, ‘trade’, penal’, ‘transportation’, ‘contact’, ‘frontier conflict’, 'colonisation’), using geographical …

Elaboration (1) ACHASSK088

exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, …

Elaboration (4) ACHASSK088

exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation)

Elaboration (1) ACHASSK090

exploring how some natural resources are used and managed in sustainable and non-sustainable ways

Elaboration (2) ACHASSK090

identifying renewable and non-renewable resources

Elaboration (3) ACHASSK090

investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)

Elaboration (4) ACHASSK090

exploring the work of groups and organisations which manage natural resources and/or waste

Elaboration (1) ACHASSK091

exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)

Elaboration (1) ACHASSI097

creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence …

Elaboration ACHASSI099

analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the …

Elaboration (2) ACHASSI100

making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia …

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