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 1885 result(s)
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Structure Geography

The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills. Geographical knowledge and understanding strand Geographical knowledge refers to the facts, generalisations, …

Structure | Geography | Humanities and Social Sciences | F-10 curriculum

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

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

Elaboration ACLVIC023

recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema

Elaboration | ACLVIC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACHASSI079

explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change

literacy critical-creative sustainability

Elaboration (1) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Year 7 HASS

Sustainable pasts, present, futures The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across the sub-strands. Students study ancient societies of the East and West, how they are …

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

Elaboration (3) ACSHE013

recognising how Aboriginal and Torres Strait Islander Peoples gain knowledge about the land and its vital resources, such as water and food, through observation (OI.3, OI.5)

aboriginal-torres

Elaboration (3) | ACSHE013 | Content Descriptions | Foundation Year | Science | F-10 curriculum

Elaboration (8) ACSHE083

investigating how Torres Strait Islander Peoples and Aboriginal Peoples of arid regions of Australia use scientific knowledge to manage precious water resources (OI.5)

aboriginal-torres

Elaboration (8) | ACSHE083 | Content Descriptions | Year 5 | Science | F-10 curriculum

Elaboration ACHASSK090

identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)

critical-creative literacy

Elaboration | ACHASSK090 | Content Descriptions | Year 4 | 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 (3) ACHASSK172

describing the importance of the River Tiber to ancient Roman society and the methods Romans used to manage resources (for example, the water supply through aqueducts and plumbing systems)

literacy critical-creative sustainability

Elaboration (3) | ACHASSK172 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH068

The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm …

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

ACDSEH068 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

General capabilities

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century. In the Australian Curriculum, capability encompasses knowledge, skills, behaviours …

General capabilities | F-10 curriculum

Elaboration (1) ACHGK070

identifying human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land, inland and coastal aquatic environments) and discussing the challenges they pose for sustainability

personal-social critical-creative literacy ethical-understanding numeracy sustainability

Elaboration (1) | ACHGK070 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (23) ACLFWC048

collecting and presenting evaluations of various programs, initiatives and policies that contribute to the health and well-being of community, and analysing the significance of environmental factors, identity issues and connection with land/sea, water …

Elaboration (23) | ACLFWC048 | 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

Years 9 and 10 Auslan

The nature of the learners Learners enter this band with prior experience of Auslan. They bring a range of existing capabilities, strategies and knowledge that can be applied to new learning. This stage of learning coincides with social, physical and …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACPPS097

investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place

critical-creative personal-social intercultural-understanding aboriginal-torres sustainability hbpa

Elaboration (3) | ACPPS097 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum

Elaboration (4) ACLJAC166

drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

sustainability

Elaboration (4) | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 5 and 6 Hindi

The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …

Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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