Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "student diversity" returned 87 result(s)
Sort by Relevance | Title | Type |

Elaboration (2) ACHGK043

comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability

critical-creative literacy numeracy

Elaboration (2) | ACHGK043 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum

ACPPS079

Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity

ethical-understanding literacy intercultural-understanding critical-creative personal-social Elaborations ScOT Terms

ACPPS079 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration ACHGK076

examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)

intercultural-understanding literacy critical-creative personal-social ethical-understanding

Elaboration | ACHGK076 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACTDIP012

testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback

literacy critical-creative information-communication

Elaboration (3) | ACTDIP012 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIP031

judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability

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

Elaboration (1) | ACTDIP031 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Elaboration ACHASSK093

identifying diversity through the different social, cultural and religious groups students belong to

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

Elaboration | ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACTDIP042

Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise

literacy critical-creative information-communication ethical-understanding Elaborations ScOT Terms

ACTDIP042 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

ACLGEU186

Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity[Key concepts: influence, power, diversity; Key processes: reflecting, understanding]

literacy critical-creative ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLGEU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACELA1428

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

literacy critical-creative personal-social intercultural-understanding

Elaboration | ACELA1428 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (3) ACTDIP003

exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph

critical-creative literacy numeracy information-communication

Elaboration (3) | ACTDIP003 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum

ACLASFU017

Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world[Key concept: language diversity; Key processes: identifying, recognising, comparing]

literacy Elaborations ScOT Terms

ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLINC113

Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity and the diversity of Indonesian identities[Key concepts: identity, diversity; Key processes: monitoring, comparing, reflecting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLINC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLCHU094

Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHU094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLITU056

Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society

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

ACLITU056 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACELY1731

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints

literacy personal-social critical-creative writing reading speaking Elaborations ScOT Terms

ACELY1731 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration ACHASSK149

explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))

ethical-understanding literacy critical-creative personal-social

Elaboration | ACHASSK149 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACELT1795

orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views

literacy personal-social critical-creative information-communication

Elaboration | ACELT1795 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACHGK058

identifying and explaining the main types and patterns of international migration (for example, permanent migration, temporary labour migration, student migration, forced migration (including refugees) and family reunion)

critical-creative literacy ethical-understanding numeracy

Elaboration | ACHGK058 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI101

exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures

literacy intercultural-understanding critical-creative numeracy aboriginal-torres

Elaboration (2) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHCS055

using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics

information-communication numeracy literacy critical-creative

Elaboration | ACHCS055 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Sort by Relevance | Title | Type |