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Elaboration (1) ACHEK054

exploring ways businesses structure their working environment to provide flexible, efficient approaches (for example, horizontal (flat) or vertical (tall) organisational structures)

Elaboration (1) ACHES055

devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate

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 (1) ACHES057

interpreting a range of measures of economic performance and standards of living to identify differences within and between economies

Elaboration (1) ACHES058

examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)

Elaboration (1) ACHES059

applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)

Elaboration (1) ACHES060

communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)

Elaboration (1) ACELA1426

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration (1) ACELA1429

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Elaboration (1) ACELA1430

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) ACELA1435

creating students' own written texts and reading aloud to the teacher and others

Elaboration (1) ACELA1786

exploring how the combination of print and images in texts creates meaning

Elaboration (1) ACELA1437

discussing new vocabulary found in texts

Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (1) ACELA1438

breaking words into onset and rime, noticing words that share the same pattern, for example ‘p-at’, ‘b-at’

Elaboration (1) ACELA1817

knowing how to write students’ own names and those of other familiar people

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities