Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "year 5" returned 10 result(s)
Sort by Relevance | Title | Type |

Elaboration (5) ACHASSK086

examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal Peoples' Country

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

Elaboration (5) | ACHASSK086 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI095

finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of …

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

Elaboration (5) | ACHASSI095 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSK135

investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example, their food and shelter, protection, education and contacts with family)

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

Elaboration (5) | ACHASSK135 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSK083

studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems

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

Elaboration (5) | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI057

discussing and comparing how Aboriginal and Torres Strait Islander Peoples may represent places and their features visually (for example, in paintings and sand drawings) and identify symbols and patterns

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

Elaboration (5) | ACHASSI057 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI077

identifying stereotypes presented in texts and pictures, such as generalisations about gender roles, and talking about who is advantaged by stereotypes and who is disadvantaged

personal-social literacy critical-creative intercultural-understanding

Elaboration (5) | ACHASSI077 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI079

reflecting on how people of the past are represented in fiction and other sources, and critically examining stereotypes in their representations (for example, claims that women did not work, inferences that all Aboriginal and Torres Strait Islander Peoples …

literacy intercultural-understanding critical-creative aboriginal-torres

Elaboration (5) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSK084

recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)

literacy intercultural-understanding critical-creative asia-australia

Elaboration (5) | ACHASSK084 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK065

Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, …

intercultural-understanding personal-social asia-australia Elaborations ScOT Terms

ACHASSK065 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK029

exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)

literacy critical-creative personal-social intercultural-understanding asia-australia

Elaboration (1) | ACHASSK029 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Sort by Relevance | Title | Type |