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Elaboration (3) ACHASSK150

investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)

identifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways that goods and services are provided to people such as through shopping centres, local markets, …

Elaboration (1) ACHASSK151

explaining the difference between not-for-profit and for-profit businesses

Elaboration (2) ACHASSK151

distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism and telecommunications)

Elaboration ACHASSI152

developing and revising questions to frame, guide and redirect geographical, historical and social inquiries or stages of an enterprise project

Elaboration (1) ACHASSI152

developing a range of different types of questions for specific purposes including follow-up questions that deepen understandings (for example, questions to design and revise the stages of an enterprise project, questions to test the validity of assumptions, …

Elaboration (2) ACHASSI152

making propositions to be tested through a research process

Elaboration (3) ACHASSI152

appreciating that there may not be a definitive answer to an inquiry question

Elaboration ACHASSI153

identifying steps in the research process (for example, identifying information needed, locating information, recording relevant information from sources)

Elaboration (1) ACHASSI153

using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)

Elaboration (2) ACHASSI153

compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of …

Elaboration (3) ACHASSI153

collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns …

Elaboration (4) ACHASSI153

applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant …

Elaboration ACHASSI154

deciding which formats best suit the presentation of gathered information after consideration of a range of digital and non-digital media

Elaboration (1) ACHASSI154

representing categorised data information using digital and non-digital graphic organisers (for example, tables, flowcharts, SWOT [strengths, weaknesses, opportunities and threats] analysis, cost-benefit analysis, futures timelines, spreadsheets, dat …

Elaboration (2) ACHASSI154

constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental …

Elaboration (3) ACHASSI154

creating maps using computer mapping software or satellite images to show distributions and patterns (for example, to show the spatial distribution and patterns of liveability or the areas affected by a hydrological hazard in Australia and other parts …

Elaboration ACHASSI155

constructing and annotating timelines to show developments and periods (for example, the approximate beginning and end dates of ancient societies and the periods of time when these coexisted) and events (for example, placing referendums of the twentieth …

Elaboration (1) ACHASSI155

applying dating conventions on sequences, including ‘BC’ (Before Christ), ‘AD’ (Anno Domini), ‘BCE’ (Before Common Era), and ‘CE’ (Common Era) and using terms such as ‘prehistory’ (before the period of textual recording) and ‘history’ (the period beginning …

Elaboration (2) ACHASSI155

developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)

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Cross Curriculum Priorities