Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "student diversity" returned 6 result(s)
Sort by Relevance | Title | Type |

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

Elaboration (3) ACHASSK196

exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam

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

Elaboration (3) | ACHASSK196 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI102

participating in a relevant democratic process (for example, in class votes, mock parliament, school decision-making processes such as student councils)

critical-creative ethical-understanding literacy

Elaboration (2) | ACHASSI102 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK188

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

literacy critical-creative personal-social ethical-understanding

Elaboration (2) | ACHASSK188 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI132

reflecting on the civic activities that students can participate in and the benefits of active and informed citizenship, including the significance of understanding cultural diversity

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

Elaboration (3) | ACHASSI132 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | 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

Sort by Relevance | Title | Type |