Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "classification of environmental resources and the forms that water takes as a resource" returned 128 result(s)
Sort by Relevance | Title | Type |
...

Elaboration (1) ACHASSK190

explaining the importance of water quality to the liveability of places now and into the future

literacy critical-creative ethical-understanding

Elaboration (1) | ACHASSK190 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK113

The environmental and human influences on the location and characteristics of a place and the management of spaces within them

critical-creative Elaborations ScOT Terms

ACHASSK113 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK190

investigating the concepts of environmental quality and pollutions by surveying the environmental quality of their local area and its effect on liveability

literacy critical-creative ethical-understanding sustainability

Elaboration (2) | ACHASSK190 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK183

The way that flows of water connect places as they move through the environment and the way these affect places

numeracy critical-creative Elaborations ScOT Terms

ACHASSK183 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK185

The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa 

numeracy critical-creative ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK186

Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region

critical-creative intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACHASSK186 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK090

identifying renewable and non-renewable resources

literacy critical-creative sustainability

Elaboration (2) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK149

explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))

ethical-understanding literacy critical-creative personal-social

Elaboration | ACHASSK149 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK192

examining whether liveability and environmental sustainability can be enhanced at the same time

literacy critical-creative ethical-understanding sustainability

Elaboration (3) | ACHASSK192 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK111

The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia

numeracy intercultural-understanding critical-creative Elaborations ScOT Terms

ACHASSK111 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK112

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places

critical-creative intercultural-understanding aboriginal-torres sustainability Elaborations ScOT Terms

ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK015

identifying how places provide people with their basic needs (for example, water, food and shelter) and why they should be looked after for the future

critical-creative literacy ethical-understanding sustainability

Elaboration (2) | ACHASSK015 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI155

developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)

critical-creative literacy

Elaboration (2) | ACHASSI155 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK183

explaining how the movement of water through the environment connects places (for example, the melting of snow in spring feeding rivers and dams downstream)

literacy critical-creative

Elaboration | ACHASSK183 | 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

ACHASSK090

The use and management of natural resources and waste, and the different views on how to do this sustainably

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

ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK120

brainstorming resources that a local community might use

literacy critical-creative information-communication ethical-understanding

Elaboration (1) | ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 3

By the end of Year 3, students explain the role of rules in their community and the importance of making decisions democratically. They describe how people participate in their community as active citizens. Students pose simple questions about the society …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 6

By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the …

Geography Achievement Standard | Achievement Standards | Year 6 | 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

Sort by Relevance | Title | Type |
...