Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "energy" returned 74 result(s)
Sort by Relevance | Title | Type |

Elaboration (3) ACADAM011

Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming …

Elaboration (3) | ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (1) ACADAR012

Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)

critical-creative

Elaboration (1) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACADAR012

identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, …

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

Elaboration (2) | ACADAR012 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

Elaboration (5) ACTDEK010

critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability …

critical-creative information-communication literacy ethical-understanding asia-australia sustainability

Elaboration (5) | ACTDEK010 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDEK040

recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk

personal-social critical-creative literacy information-communication ethical-understanding sustainability

Elaboration (1) | ACTDEK040 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEK043

explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites

literacy numeracy critical-creative

Elaboration | ACTDEK043 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (3) ACTDEK043

critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer

literacy information-communication critical-creative

Elaboration (3) | ACTDEK043 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDIP012

exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home

information-communication literacy critical-creative personal-social

Elaboration (2) | ACTDIP012 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (5) ACTDIP021

considering opportunities and consequences of decisions for future applications, for example practices to save energy and other resources when using information systems, such as switching off when not in use, ensuring electronic devices are in energy-saving …

literacy information-communication personal-social critical-creative ethical-understanding sustainability

Elaboration (5) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIP027

investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions

critical-creative literacy information-communication ethical-understanding sustainability

Elaboration (1) | ACTDIP027 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (3) ACPPS040

exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving

critical-creative personal-social sustainability fn s

Elaboration (3) | ACPPS040 | Content Descriptions | Years 3 and 4 | Health and Physical Education | F-10 curriculum

Elaboration (2) ACLVIC165

composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese …

Elaboration (2) | ACLVIC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC019

making transactions in authentic, simulated or online situations, such as purchasing clothing items or electronic devices or selecting electrical appliances with regard to energy efficiency, using rehearsed language for persuading, negotiating, bargaining, …

sustainability

Elaboration (2) | ACLVIC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLCHU156

recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’

Elaboration (2) | ACLCHU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Sort by Relevance | Title | Type |