ACHMH032
The consequences of the French Revolution, including the difficulties and crises that were faced by revolutionary groups and government as the new state was consolidated, the counter-revolution and the ‘Reign of Terror’, the abolition of monarchy, the …
ACHMH032 | Content Descriptions | Unit 1: Understanding the Modern World | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH139
The different experiences of individuals and groups in the period to 1945, including peasants and factory workers, and the methods the regime employed to control them, including mobilisation and propaganda, repression, the Purges and the Great Terror …
ACHMH139 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH169
The significance of the Cultural Revolution (1966-1976) as a continuing attempt to organise Chinese social and economic life and to suppress dissent, and the implications for groups within China, including rural peasants and political dissidents
ACHMH169 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH204
The nature of economic and social changes in Australia and one other country up to the 1970s and the impact and significance of these changes for individuals and groups within each society and for relations with other countries
ACHMH204 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH227
The changing nature of global terrorism to 2010, as represented by the objectives, methods and influence of terrorist groups, including state-based terrorism; anticolonial conflicts (such as Ireland and the United Kingdom) and international tensions (such …
ACHMH227 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Elaboration (3) ACLASFC010
identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society
Elaboration (3) | ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (15) ACLASFC082
describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups
Elaboration (15) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC100
identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing students, family members, the larger Deaf community and wider ‘hearing’ world
Elaboration | ACLASFC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLCHC037
reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
Elaboration (5) | ACLCHC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU123
recognising key morphemes in word groups, for example, 白天、白雪、小白兔
Elaboration (5) | ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC214
examining songs that have remained popular for generations or have become anthems for particular groups of people, and discussing why these songs have achieved such success
Elaboration (6) | ACLCHC214 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (10) ACLCHC215
comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
Elaboration (10) | ACLCHC215 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLFWC027
creating profiles to present to the class of significant people, for example, favourite sports personalities, music groups, celebrities, community leader/negotiator/spokesperson
Elaboration (7) | ACLFWC027 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC054
investigating and discussing how social groups form patterns across generations and determine relationships and behaviours, such as those associated with marriage, for example, classificatory in-laws, ceremonial peers
Elaboration (4) | ACLFWC054 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC132
following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
Elaboration (2) | ACLFWC132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | 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
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
Outdoor learning: Health and Physical Education
Outdoor learning provides opportunities to learn about interacting with others, connecting to the environment, teamwork and leadership. The outdoors provides a valid and important environment for developing movement competence, promoting a sense of wellbeing, …
Outdoor learning: Health and Physical Education | Subjects | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 1 and 2
Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities - ACPPS015 Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge …
Health and Physical Education - Years 1 and 2 | Understanding respect | Dimensions | Curriculum connections | Resources
History - Years 7 and 8
Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs - ACDSEH033 Roles of key groups in Athenian and/or Spartan society (such …
History - Years 7 and 8 | Understanding respect | Dimensions | Curriculum connections | Resources