interpreting distance on maps using terms such as ‘metres’, ‘distant’, ‘close’, ‘local’, ‘many hours in a bus/car/plane’, ‘walking distance’ to decide on the accessibility of different features and places
interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
Aboriginal and Torres Strait Islander Histories and Cultures
interpreting symbols and codes that provide information (for example, map legends)
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)