Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "WA 0821 1305 0400 [[Tiga Pillar]] After Service XRF Lead Testing Gun Cepat Bone Bolango Gorontalo" returned 9 result(s)
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Elaboration (1) ACHASSK202

investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service

literacy critical-creative personal-social

Elaboration (1) | ACHASSK202 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK017

The reasons why some places are special to people, and how they can be looked after

critical-creative intercultural-understanding personal-social Elaborations ScOT Terms

ACHASSK017 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI018

asking questions before, during and after listening to stories about people and places and about their past and present

literacy personal-social critical-creative

Elaboration (1) | ACHASSI018 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI073

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)

literacy critical-creative personal-social

Elaboration | ACHASSI073 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK201

observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)

ethical-understanding literacy personal-social critical-creative

Elaboration (1) | ACHASSK201 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | 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

ethical-understanding literacy personal-social critical-creative sustainability

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

Elaboration (2) ACHASSK173

outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom

literacy critical-creative personal-social ethical-understanding intercultural-understanding

Elaboration (2) | ACHASSK173 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI162

explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups

literacy intercultural-understanding critical-creative personal-social sustainability

Elaboration (2) | ACHASSI162 | Content Descriptions | Year 7 | 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

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