Curriculum Types

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Your search for "noun groups" returned 18 result(s)
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ACDSEH032

Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion

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

ACDSEH032 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH035

Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion

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

ACDSEH035 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH038

Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion

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

ACDSEH038 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH044

Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion

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

ACDSEH044 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH041

Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion

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

ACDSEH041 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH009

The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society

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

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

ACDSEH010

The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society

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

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

ACDSEH007

The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society

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

ACDSEH007 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH008

The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society

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

ACDSEH008 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH070

Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries

critical-creative intercultural-understanding Elaborations ScOT Terms

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

ACDSEH087

The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups

critical-creative personal-social Elaborations ScOT Terms

ACDSEH087 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACDSEH096

identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections

critical-creative ethical-understanding literacy personal-social

Elaboration (2) | ACDSEH096 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Year 8 History

The ancient to the modern world The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with …

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

Achievement Standard History Year 7

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …

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

Elaboration ACDSEH087

explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)

personal-social ethical-understanding critical-creative literacy

Elaboration | ACDSEH087 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 8

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …

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

Achievement Standard History Year 9

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements about their importance. …

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

Achievement Standard History Year 10

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their …

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

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