History Achievement Standard HASS Year 3
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …
History Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Civics and Citizenship Achievement Standard HASS Year 4
By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. Students develop questions …
Civics and Citizenship Achievement Standard | Achievement Standards | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
English - Years 7 and 8
Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating - ACELA1528 Understand how accents, styles of speech and idioms express and create personal …
English - Years 7 and 8 | Understanding respect | Dimensions | Curriculum connections | Resources
ACMGM031
construct and use parallel box plots (including the use of the ‘Q1 – 1.5 x IQR’ and ‘Q3 + 1.5 x IQR’ criteria for identifying possible outliers) to compare groups in terms of location (median), spread (IQR and range) and outliers and to interpret and …
ACMGM031 | Content Descriptions | Unit 2 | General Mathematics | Mathematics | Senior secondary curriculum
ACHAH079
The geographical and historical context of the Celts, including main Celtic groups and cultures – Urnfield (1200-600BC), Hallstatt (700 – 500BC) and La Tène (500BC – AD100); social structure; cultural practices; Celtic art; technology; religious beliefs …
ACHAH079 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH193
The nature of power and authority in Athens in 490 BC, including key political concepts (demos, polis, oligarchy, democracy, ostracism); key social groups (Solon’s pentacosiomedimni, hippeis, zeugitae, thetes, slaves, metics and women); and Athenian government, …
ACHAH193 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH085
The formation and role of groups supporting civil rights and their ideas for change, for example the National Association for the Advancement of Coloured Peoples (NAACP) in 1909, the Congress of Racial Equality (CORE) in 1941, the Regional Council of …
ACHMH085 | Content Descriptions | Unit 2: Movements for Change in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH114
The nature and causes of internal divisions within American society and the aims and beliefs of different groups: for example African Americans, urban workers, rural workers, immigrants, industrialists and members of Indian Nations; and the consequences …
ACHMH114 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH157
The reasons for the Japanese occupation of Indonesia, the nature of the occupation and its effects on different groups, including forced labourers; the effects of the occupation on Indonesian nationalism; the declaration of Indonesian independence in …
ACHMH157 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH220
The impact of significant individuals and groups both in working for and in opposing peace for example David Ben-Gurion, Anwar Sadat, Menachem Begin, Yasser Arafat, Yitzhak Rabin, Ariel Sharon, Golda Meir, the Palestinian Liberation Organisation, Hezbollah, …
ACHMH220 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum
F-6/7 Humanities and Social Sciences - Year 7
Analysing Analyse primary and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157) Evaluating and reflecting Collaborate to generate alternatives in response to an issue …
F-6/7 Humanities and Social Sciences - Year 7 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
7-10 Civics and Citizenship - Year 7
Problem-solving and decision- making Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057) Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that …
7-10 Civics and Citizenship - Year 7 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 5 and 6
F-6/7 HASS (Geography sub-strand) Year 5 The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027) The environmental and human influences on the location and …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Investigate culture and cultural identity identify and describe the various groups to which they belong and the ways people act and communicate within them Explore and compare cultural knowledge, beliefs and …
Intercultural Understanding - Level 2 (Years 1 and 2) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe the roles that culture and language play in shaping group and national identities Explore and compare cultural knowledge, beliefs and practices describe …
Intercultural Understanding - Level 4 (Years 5 and 6) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Investigate culture and cultural identity identify and describe the various groups to which they belong and the ways people act and communicate within them Explore and compare cultural knowledge, beliefs and …
Intercultural Understanding - Level 2 (Years 1 and 2) | Respectful relationships | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Investigate culture and cultural identity identify and describe the roles that culture and language play in shaping group and national identities Explore and compare cultural knowledge, beliefs and practices describe …
Intercultural Understanding - Level 4 (Years 5 and 6) | Respectful relationships | Dimensions | Curriculum connections | Resources
Elaboration (5) ACLASFC023
relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process
Elaboration (5) | ACLASFC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFC064
exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants
Elaboration (11) | ACLASFC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC082
discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations
Elaboration (6) | ACLASFC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum