Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "people" returned 10 result(s)
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Elaboration ACHASSI099

analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the …

information-communication intercultural-understanding critical-creative literacy ethical-understanding sustainability

Elaboration | ACHASSI099 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI101

acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship …

critical-creative ethical-understanding personal-social sustainability

Elaboration (4) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI103

evaluating the possible options that people could take to resolve challenges (for example, improving water quality, ensuring fairness, managing excess waste, budgeting choices)

literacy ethical-understanding critical-creative personal-social sustainability

Elaboration (1) | ACHASSI103 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI104

assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)

literacy critical-creative ethical-understanding sustainability

Elaboration (3) | ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

ethical-understanding literacy critical-creative personal-social sustainability

Elaboration (2) | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (6) ACHASSK113

investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it

critical-creative ethical-understanding literacy sustainability

Elaboration (6) | ACHASSK113 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK117

identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)

literacy ethical-understanding critical-creative sustainability

Elaboration (1) | ACHASSK117 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK118

using social media to share and discuss ideas about how people can work together as local, regional and global citizens(for example, as communities for a local environmental issue or project)

intercultural-understanding literacy critical-creative ethical-understanding information-communication personal-social sustainability

Elaboration (1) | ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK112

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places

critical-creative intercultural-understanding aboriginal-torres sustainability Elaborations ScOT Terms

ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI100

analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, …

critical-creative literacy aboriginal-torres sustainability

Elaboration (1) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

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