Structure Health and Physical Education
Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …
Structure | Health and Physical Education | F-10 curriculum
Elaboration (1) ACLKOU186
creating short texts, developing ideas coherently and using basic cohesive devices such as: consistent use of the informal polite sentence ender –어/아요 throughout textconsisting of multiple sentences agreement of honorific elements such as honorific …
Elaboration (1) | ACLKOU186 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACEEE001
using structural and language features, for example, visual and aural cues to identify main ideas, supporting arguments and evidence
ACEEE001 | Content Descriptions | Unit 1 | Essential English | English | Senior secondary curriculum
ACSBL009
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSBL009 | Content Descriptions | Unit 1 | Biology | Science | Senior secondary curriculum
ACSBL038
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSBL038 | Content Descriptions | Unit 2 | Biology | Science | Senior secondary curriculum
ACSCH010
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSCH010 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum
ACSCH049
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSCH049 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum
ACSES009
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSES009 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES025
Fossil evidence indicates that life first appeared on Earth approximately 4 billion years ago
ACSES025 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES038
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSES038 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSPH010
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSPH010 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum
ACSPH054
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines
ACSPH054 | Content Descriptions | Unit 2 | Physics | Science | Senior secondary curriculum
ACHAH008
Analyse, interpret and synthesise evidence from different types of sources to develop and sustain a historical argument
ACHAH008 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH013
Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments
ACHAH013 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH016
How evidence from the ancient world has been lost, destroyed and re-discovered
ACHAH016 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH020
The motivations of the perpetrators of fakes and forgeries, and the significance of the evidence they were intended to provide about the ancient past
ACHAH020 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH073
The reliability and contestability of interpretations and representations of Cleopatra, including the significance of source selection, omission, emphasis and gaps in evidence
ACHAH073 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH083
The reliability and contestability of the interpretations and representations of the Celts, including the significance of source selection, omission, bias and gaps in evidence
ACHAH083 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH096
Analyse, interpret and synthesise evidence from different types of sources to develop and sustain an historical argument
ACHAH096 | Content Descriptions | Unit 2: Ancient Societies | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH101
Develop texts that integrate appropriate evidence from a range of sources to explain the past and to support and refute arguments
ACHAH101 | Content Descriptions | Unit 2: Ancient Societies | Ancient History | Humanities and Social Sciences | Senior secondary curriculum