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Elaboration (3) ACSSU190

using models to describe how energy is transferred and transformed within systems

Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in …

Elaboration (3) ACHEK054

exploring the reasons for triple bottom line business planning and the possible implications for employees, competitors and the broader economy

Elaboration (3) ACTDEP009

identifying roles for each member of a group when working collaboratively

Elaboration (3) ACPPS005

reading and viewing stories about adventures and talking about how characters feel and react when taking risks

Elaboration (3) ACELY1669

monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge

Elaboration (3) ACSHE081

describing how scientists from a range of cultures have improved our understanding of the solar system, such as Copernicus, KhayyÃ¡m and Galileo

Elaboration (3) ACSIS208

using a range of representations, including mathematical and symbolic forms, to communicate science ideas

Elaboration (3) ACHASSI133

describing the relative location of places and their features in Australia and in selected countries of the Asia region, when investigating and making connections

Elaboration (3) ACHEK052

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

Elaboration (3) ACTDEP008

suggesting areas for design improvement

Elaboration ACHASSK068

examining how weather contributes to a climate type

Elaboration (3) ACELY1651

using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts

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 (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 (3) ACHASSI100

interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)

Elaboration (3) ACHASSI161

applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative

Elaboration (3) ACDSEH047

describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)

Elaboration (3) ACHEK041

exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation and use of social media

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Cross Curriculum Priorities