Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "Aboriginal and Torres Strait Islander students" returned 22 result(s)
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Elaboration (2) ACHASSK118

examining Aboriginal and Torres Strait Islander organisations and the services they provide

intercultural-understanding literacy critical-creative aboriginal-torres

Elaboration (2) | ACHASSK118 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK112

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places

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

ACHASSK112 | Content Descriptions | Year 5 | HASS | 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 ACHASSK112

identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management

literacy intercultural-understanding critical-creative ethical-understanding aboriginal-torres sustainability

Elaboration | ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK120

exploring how Aboriginal and Torres Strait Islander Peoples' traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways

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

Elaboration (4) | ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK107

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed

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

ACHASSK107 | Content Descriptions | Year 5 | 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 (3) ACHASSI101

exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, …

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

Elaboration (3) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI100

analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, …

critical-creative literacy aboriginal-torres sustainability

Elaboration (1) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK107

investigating colonial life to discover what life was like at that time for different inhabitants (for example, a European family and an Aboriginal or Torres Strait Islander language group, a convict and a free settler, a sugar cane farmer and an indentured …

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

Elaboration | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK109

investigating the experiences and contributions of a particular migrant group within a colony (for example, Germans in South Australia, Japanese in Broome, Afghan cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres …

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

Elaboration (1) | ACHASSK109 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Year 5 HASS

Australian communities – their past, present and possible futures The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship …

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

Elaboration (2) ACHASSI099

analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and …

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

Elaboration (2) | ACHASSI099 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

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

Economics and Business Achievement Standards HASS Year 5

By the end of Year 5, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers. Students identify individual strategies that can …

Economics and Business Achievement Standards | Achievement Standards | Year 5 | HASS | 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

HASS Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

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

Geography Achievement Standard HASS Year 5

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people …

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

Elaboration (2) ACHASSK109

connecting (where appropriate) stories of migration to students’ own family histories

critical-creative literacy intercultural-understanding

Elaboration (2) | ACHASSK109 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK115

considering how students apply democratic values in familiar contexts

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

Elaboration (2) | ACHASSK115 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

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