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Elaboration (1) ACHASSK192

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including …

Elaboration (1) ACHGK047

developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or traditional …

Elaboration ACELA1770

sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

Elaboration ACMNA153

exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)

Elaboration (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (2) ACHASSI076

recounting and sequencing events associated with a particular history (for example, developing an annotated map to describe the sea route of the First Fleet and the timing of its passage)

Elaboration (1) ACHASSK200

identifying ways short- and long-term personal financial objectives can be achieved (for example, through developing a budget and having a savings plan)

Elaboration (3) ACHASSK200

exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)

Elaboration ACHGS047

developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

Elaboration (1) ACHGS065

developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade

Elaboration ACHCS054

developing a key question such as ‘How does the law protect all individuals?’ and related questions to inform the investigation (for example, ‘What is the presumption of innocence?’)

Elaboration ACHCS095

developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)

Elaboration ACHEK018

identifying ways short- and long-term personal financial objectives can be achieved, for example through developing a budget and having a savings plan

Elaboration (3) ACHEK018

exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)

Elaboration (3) ACHEK030

identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)

Elaboration (1) ACHES036

applying enterprising behaviours to everyday activities (for example, by taking on a leadership role in a project, accepting responsibility for decisions made, or setting a goal for the week and developing a plan to achieve it)

Comprehending texts through listening, reading viewing element - Conprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1a

use behaviours that are not intentionally directed at another person to: attend to, respond to or show interest in familiar people, texts, events and activities

Grammar knowledge - express opinion and point of view Literacy Grammar knowledge Level 1e

use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes

Word knowledge - Understand learning area vocabulary Literacy Word Knowledge Level 1e

use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts

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Cross Curriculum Priorities