ACSHE157
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Elaborations ScOT Terms
ACSHE157 | Content Descriptions | Year 9 | Science | F-10 curriculum
ACSHE191
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Elaborations ScOT Terms
ACSHE191 | Content Descriptions | Year 10 | Science | F-10 curriculum
ACLCLU012
Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture[Key concepts: aesthetics, time (the past in the present), modernity; …
Elaborations ScOT Terms
ACLCLU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU042
Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture[Key concepts: aesthetics, time (the past in the present), modernity; Key processes: connecting, …
Elaborations ScOT Terms
ACLCLU042 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACHASSK175
reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)
Elaboration (3) | ACHASSK175 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | 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
ACLCLU027
Discuss how the ancient Greek world has influenced the modern world, in its social, political and legal structures; philosophy; literature; arts; and medical and scientific practices[Key concepts: ancient/modern, aesthetics, time (the past in the present); …
Elaborations ScOT Terms
ACLCLU027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU057
Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure[Key concepts: ancient/modern, aesthetics, time (the past in the present); …
Elaborations ScOT Terms
ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLHIU126
Understand that the Hindi language and associated cultures, like all languages and cultures, shape and are shaped by each other in ways that change over time and contexts, and that cultural experience, values and identities are reflected in language[Key …
Elaborations ScOT Terms
ACLHIU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLTUU084
Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange[Key concepts: change, time, context, attitude; Key processes: …
Elaborations ScOT Terms
ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACDSEH145
explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901; the Displaced Persons Scheme in the aftermath of World War II)
Elaboration (1) | ACDSEH145 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI038
examining the points of view of older generations about changes over time (for example, changes to the natural or built environment, changes to daily living)
Elaboration (1) | ACHASSI038 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACSHE191
investigating the development of the periodic table and how this was dependent on experimental evidence at the time
Elaboration (3) | ACSHE191 | Content Descriptions | Year 10 | Science | F-10 curriculum
ACLGEU033
Understand that language has power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge[Key concepts: evolution, influence; Key processes: noticing, analysing, …
Elaborations ScOT Terms
ACLGEU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLINU085
Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time[Key concept: interdependence; Key processes: investigating, reflecting]
Elaborations ScOT Terms
ACLINU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACDSEH126
explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and …
Elaboration (1) | ACDSEH126 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK112
exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of …
Elaboration (1) | ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHEK031
identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development, changing demography, corporate social responsibility and sustainability …
Elaboration (1) | ACHEK031 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHGK040
examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
Elaboration (2) | ACHGK040 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH121
comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
Elaboration (1) | ACDSEH121 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum