Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "project based learning" returned 112 result(s)
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ACHASSI009

Reflect on learning to propose how to care for places and sites that are important or significant

critical-creative literacy personal-social Elaborations ScOT Terms

ACHASSI009 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI026

Reflect on learning to propose how to care for places and sites that are important or significant

critical-creative literacy personal-social Elaborations ScOT Terms

ACHASSI026 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI042

Reflect on learning to propose how to care for places and sites that are important or significant

literacy critical-creative personal-social sustainability Elaborations ScOT Terms

ACHASSI042 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHCS098

developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)

literacy ethical-understanding critical-creative personal-social

Elaboration (1) | ACHCS098 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Rationale History

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. …

Rationale | History | Humanities and Social Sciences | F-10 curriculum

Rationale Economics and Business

As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate …

Rationale | Economics and Business | Humanities and Social Sciences | F-10 curriculum

ACHASSI060

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

personal-social literacy critical-creative Elaborations ScOT Terms

ACHASSI060 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI081

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

critical-creative personal-social literacy Elaborations ScOT Terms

ACHASSI081 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI104

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

critical-creative literacy personal-social Elaborations ScOT Terms

ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI132

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

personal-social critical-creative literacy Elaborations ScOT Terms

ACHASSI132 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI162

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects

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

ACHASSI162 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH056

Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning

critical-creative intercultural-understanding Elaborations ScOT Terms

ACDSEH056 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 5

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Civics and Citizenship Year 7

By the end of Year 7, students explain features of Australia’s Constitution, including the process for constitutional change. They explain how Australia’s legal system is based on the principle of justice. Students explain the diverse nature …

Achievement Standard | Achievement Standards | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Civics and Citizenship Year 9

By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices. They explain the key principles of Australia’s system of justice and analyse the …

Achievement Standard | Achievement Standards | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Economics and Business Year 8

By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. …

Achievement Standard | Achievement Standards | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Foundation Year

By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe …

Geography Achievement Standard | Achievement Standards | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

Structure History

The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills. Historical knowledge and understanding strand This strand includes personal, family, local, state …

Structure | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI129

drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)

literacy numeracy critical-creative

Elaboration (3) | ACHASSI129 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI133

creating narrative accounts and recounts (for example, a digital multimedia story that records migrant experiences) based on information identified from a range of sources and referring to real characters and events

literacy ethical-understanding critical-creative information-communication

Elaboration (2) | ACHASSI133 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

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