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Elaboration ACHES032

developing targeted questions to form the basis of an investigation of an economic or business issue or event (for example, ‘How are the prices of products determined through the interaction of participants in the market?’, 'How should a business respond …

Elaboration (1) ACHEK038

explaining the objectives of the Australian economy to satisfy needs and wants through the production and distribution of goods and services

Elaboration ACHEK040

explaining the role of banks and other deposit-taking institutions (for example, credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business)

Elaboration ACHEK051

defining ‘living standards’ and explaining its relationship to economic performance

Elaboration (3) ACHEK052

explaining the impact of minimum wage, government payments, taxation and government-funded services on living standards

Elaboration ACHEK054

describing ways in which businesses can improve productivity (for example, training, capital investment, investment in applications of technology, use of just-in-time inventory systems)

Elaboration (2) ACHES057

explaining relationships identified in data (for example, the relationship between standards of living, infant mortality and access to health services)

Elaboration ACHGS053

presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)

Elaboration ACHES026

communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports

Elaboration ACHES037

constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)

Elaboration ACHES048

representing data in different forms such as charts, tables and graphs, maps or models to communicate findings

Elaboration (1) ACHES056

representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)

Elaboration (3) ACHASSK013

using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

Elaboration (2) ACHASSK014

describing how the globe is a representation of the world and locating Australia and other places on a globe

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 (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 (2) ACHASSI052

asking key questions when investigating a topic (for example, questions such as 'How did people settle?', 'Who were they?', 'Why did they come to the area?' when researching the establishment of a local community) and probing questions during an investigation …

Elaboration ACHASSI082

composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)

Elaboration ACHASSK088

identifying the main types of vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation

Elaboration ACHASSI100

interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event …

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