Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "people" returned 8 result(s)
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ACOKFH010

the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment)

intercultural-understanding ScOT Terms

ACOKFH010 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH048

Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion

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

ACDSEH048 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH054

Relationships with subject peoples, including the policy of religious tolerance

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

ACDSEH054 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH077

The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes

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

ACDSEH077 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH070

explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)

intercultural-understanding ethical-understanding literacy critical-creative

Elaboration | ACDSEH070 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH009

describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)

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

Elaboration | ACDSEH009 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH054

outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law

ethical-understanding critical-creative intercultural-understanding literacy

Elaboration | ACDSEH054 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH010

describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)

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

Elaboration | ACDSEH010 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

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