Years 7 and 8 Hindi

The nature of the learners Students coming into this pathway are background learners of Hindi with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Years 7 and 8 Turkish

The nature of the learners Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACHASSK185

examining why water is a difficult resource to manage and sustain (for example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space)

Elaboration (3) | ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHGS049

creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places

Elaboration (1) | ACHGS049 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHGK054

examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)

Elaboration (2) | ACHGK054 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum

ACSSU116

Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable

Elaborations ScOT Terms

ACSSU116 | Content Descriptions | Year 7 | Science | F-10 curriculum

Elaboration ACHASSK182

classifying resources into renewable, non-renewable and finite/infinite resources, and investigating examples of each type and how they affect environmental sustainability

Elaboration | ACHASSK182 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH062

Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change

Elaborations ScOT Terms

ACDSEH062 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACSHE035

monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature

Elaboration | ACSHE035 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration (3) ACSHE035

identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies

Elaboration (3) | ACSHE035 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration ACDSEH004

describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)

Elaboration | ACDSEH004 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHGK077

examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict

Elaboration (3) | ACHGK077 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACSSU032

identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school

Elaboration | ACSSU032 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration ACHASSI160

designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes

Elaboration | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHGS054

proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)

Elaboration (1) | ACHGS054 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHGK063

exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change

Elaboration | ACHGK063 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Years 9 and 10 Italian

The nature of the learners Students have prior experience of learning Italian and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACHASSI122

mind-mapping a concept to create research questions that reveal connections between economic, political, and/or environmental systems (for example, ‘How does shipping connect Asia and Australia?’, ‘What is ship ballast?’, ‘How does ballast water in modern …

Elaboration (2) | ACHASSI122 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH064

The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate

Elaborations ScOT Terms

ACDSEH064 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACSSU111

Classification helps organise the diverse group of organisms

Elaborations ScOT Terms

ACSSU111 | Content Descriptions | Year 7 | Science | F-10 curriculum