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Elaboration (1) ACHEK051

exploring the factors that can explain the variations in economic performance within or between economies (for example, high levels of foreign ownership, employment rates, levels of debt)

Elaboration (1) ACHEK052

identifying examples of government intervention that aim to redistribute income (for example, pensions, youth allowance and job search), and goods and services such as health care and education

evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)

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) ACADAM001

Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

Elaboration (1) ACADAM003

expressing ideas to an audience through movement, for example, showing contrasting dynamics by stamping heavily and tip-toeing lightly, or using movement qualities such as slow controlled sinking to the floor to express melting ice and sharp jerky movement …

Elaboration (1) ACADAR004

Considering viewpoints – evaluations: For example – Why are these people dancing? Where are they dancing? Where is this dance from?

Elaboration (1) ACADAM005

exploring known movements to find alternative ways of performing them, for example, waving hello or shaking hands and then doing the same action at a different level, in a different direction, bigger/smaller, using a different body part

Elaboration (1) ACADAM006

developing body awareness and refining technical skills of body control, accuracy, alignment, strength, balance and coordination in fundamental movements in response to teacher’s feedback and observation of other dancers’ technical skills

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

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Cross Curriculum Priorities