Curriculum Types

Curriculum Elements Types

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Cross Curriculum Priorities
Your search for "year 4 history" returned 27 result(s)
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Year 7 HASS

Sustainable pasts, present, futures The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across the sub-strands. Students study ancient societies of the East and West, how they are …

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

History Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups …

History Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI153

applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant …

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

Elaboration (4) | ACHASSI153 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI156

using a range of methods to determine the origin, purpose and reliability of different sources, such as determining when the source was written, why it was written and by whom

critical-creative literacy information-communication

Elaboration (4) | ACHASSI156 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI157

analysing how information can be used selectively to persuade citizens

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

Elaboration (4) | ACHASSI157 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI158

using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)

critical-creative literacy numeracy information-communication

Elaboration (4) | ACHASSI158 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI160

applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)

personal-social ethical-understanding critical-creative literacy

Elaboration (4) | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI162

discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses

ethical-understanding critical-creative literacy personal-social

Elaboration (4) | ACHASSI162 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI163

using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours …

critical-creative literacy

Elaboration (4) | ACHASSI163 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK173

describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)

literacy critical-creative ethical-understanding intercultural-understanding

Elaboration (4) | ACHASSK173 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK174

investigating significant beliefs associated with ancient Roman daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphi …

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

Elaboration (4) | ACHASSK174 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK185

investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices

literacy critical-creative ethical-understanding sustainability

Elaboration (4) | ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK193

discussing how ministers are subject to the scrutiny of other Members of the Parliament led by an officially recognised opposition

literacy critical-creative ethical-understanding

Elaboration (4) | ACHASSK193 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK198

considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region

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

Elaboration (4) | ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSK199

considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services

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

Elaboration (4) | ACHASSK199 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK181

The role of a significant individual in ancient Indian or Chinese history

critical-creative asia-australia Elaborations ScOT Terms

ACHASSK181 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK167

How historians and archaeologists investigate history, including excavation and archival research

critical-creative Elaborations ScOT Terms

ACHASSK167 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK176

The role of a significant individual in ancient Egyptian, Greek or Roman history 

critical-creative Elaborations ScOT Terms

ACHASSK176 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI156

comparing the different types of primary sources appropriate to history, geography, civics and citizenship, and economics and business, and explaining reasons for the differences

literacy critical-creative

Elaboration (2) | ACHASSI156 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK167

identifying different approaches to historical investigation (such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating)

literacy critical-creative

Elaboration | ACHASSK167 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

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