Elaboration (2) ACADAR004
recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people
Elaboration (2) | ACADAR004 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACADAR008
Considering viewpoints – societies and cultures: For example – Do you recognise new movements in the dance? Why do you think people from different cultures dance? Where are these dances performed?
Elaboration (2) | ACADAR008 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADRR030
recognising that drama can show that people have different feelings about the world based on their experiences of the environment and other people
Elaboration (3) | ACADRR030 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum
Elaboration (2) ACAMAR065
discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
Elaboration (2) | ACAMAR065 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration (3) ACLMGC022
creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event or to recycle waste containers and materials
Elaboration (3) | ACLMGC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLVIC178
writing informative and persuasive texts aimed at a particular audience and context, for example, a brochure promoting a holiday destination (for teenagers), a poster for a doctor’s surgery encouraging healthy eating (among children), a speech to promote …
Elaboration (1) | ACLVIC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU017
making connections between language and culture such as vocabulary and expressions related to people, lifestyles, and valuing of the environment, for example, con rồng cháu tiên; khéo ăn thì no, khéo co thì ấm; trời nắng tốt dưa, trời mưa tốt lúa
Elaboration (3) | ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACHASSK089
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
Elaborations ScOT Terms
ACHASSK089 | Content Descriptions | Year 4 | 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
Elaborations ScOT Terms
ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHGK072
The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia
Elaborations ScOT Terms
ACHGK072 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
ACLFWU086
Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: Country/Place, Language, Culture, symbol; Key processes: noticing, recognising, questioning, making connections] …
Elaborations ScOT Terms
ACLFWU086 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLMGU119
Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating[Key concepts: norm, culture; Key processes: …
Elaborations ScOT Terms
ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACELT1611
investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
Elaboration (1) | ACELT1611 | Content Descriptions | Year 5 | English | F-10 curriculum
Elaboration (2) ACHASSK049
describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources
Elaboration (2) | ACHASSK049 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI077
exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)
Elaboration (3) | ACHASSI077 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI080
exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) …
Elaboration (1) | ACHASSI080 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK083
investigating pre-contact ways of life of the Aboriginal and/or Torres Strait Islander Peoples; their knowledge of their environment including land management practices; and their fundamental beliefs about the interconnectedness of Country/Place, People, …
Elaboration (3) | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK088
explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)
Elaboration (3) | ACHASSK088 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK089
investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the …
Elaboration (2) | ACHASSK089 | Content Descriptions | Year 4 | 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, …
Elaboration (1) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum