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 35 result(s)
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Year 5 HASS

Australian communities – their past, present and possible futures The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship …

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

Elaboration ACHASSK120

categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)

critical-creative ethical-understanding literacy

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

Elaboration (1) ACHASSK107

mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these …

critical-creative literacy numeracy

Elaboration (1) | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

HASS Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 5

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people …

Geography Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Economics and Business Achievement Standards HASS Year 5

By the end of Year 5, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers. Students identify individual strategies that can …

Economics and Business Achievement Standards | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI105

using accurate and subject-appropriate terms (for example, historical terms such as ‘colonial’, ‘the gold era’, ‘migration’, ‘penal’; geographic terms such as ‘characteristics’, ‘environmental’, ‘human’, ‘ecosystems’, ‘sustainable’, ‘settlement’, ‘management‘; …

literacy critical-creative sustainability

Elaboration (3) | ACHASSI105 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK112

identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management

literacy intercultural-understanding critical-creative ethical-understanding aboriginal-torres sustainability

Elaboration | ACHASSK112 | Content Descriptions | Year 5 | 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

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 (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

Elaboration (2) ACHASSI100

making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia …

critical-creative numeracy sustainability

Elaboration (2) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 5

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI103

evaluating the possible options that people could take to resolve challenges (for example, improving water quality, ensuring fairness, managing excess waste, budgeting choices)

literacy ethical-understanding critical-creative personal-social sustainability

Elaboration (1) | ACHASSI103 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

ethical-understanding literacy critical-creative personal-social sustainability

Elaboration (2) | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK119

The difference between needs and wants and why choices need to be made about how limited resources are used

critical-creative ethical-understanding sustainability Elaborations ScOT Terms

ACHASSK119 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK120

Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations

critical-creative ethical-understanding Elaborations ScOT Terms

ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK120

listing the needs and wants of a local community and exploring the ways resources are currently used to meet these needs and wants and how resources might be used more sustainably to meet these needs and wants into the future

ethical-understanding critical-creative literacy personal-social sustainability

Elaboration (3) | ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI096

deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or …

critical-creative information-communication numeracy

Elaboration (2) | ACHASSI096 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

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