Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "time allocation/1000" returned 826 result(s)
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ACDSEH141

The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time

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

ACDSEH141 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

ACADRM032

Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place

literacy Elaborations ScOT Terms

ACADRM032 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum

ACAMAM059

Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories

literacy information-communication Elaborations ScOT Terms

ACAMAM059 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum

ACAMAM063

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text

numeracy information-communication literacy Elaborations ScOT Terms

ACAMAM063 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

ACLCHU078

Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHU078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU111

Explore the role of tradition in contemporary language use and how languages change over time

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

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

ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLITU016

Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day

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

ACLITU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

History Achievement Standard HASS Year 1

By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. Students sequence personal and family events …

History Achievement Standard | Achievement Standards | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community. They identify how and why the lives of people have changed over time while others have remained the same. Students sequence events in order, using …

History Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACELA1482

learning how time is represented through the tense of a verb, for example 'She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’

literacy critical-creative

Elaboration (4) | ACELA1482 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (14) ACLGEU132

locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.

Elaboration (14) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

History Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups …

History Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 7

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …

Achievement Standard | Achievement Standards | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 8

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …

Achievement Standard | Achievement Standards | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLASFC038

organising activities such as excursions, using questions such as: WE2 MEET WHERE? Where are we meeting? TIME MEET? What time should we get there? ARRIVE HOW? How are we getting there?

Elaboration (3) | ACLASFC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU067

recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH -for-a-long-time, or with lexical signs such as WATCH AGAIN++

Elaboration (3) | ACLASFU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU176

recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-for-a-long-time, or with lexical signs such as WATCH AGAIN++

Elaboration (5) | ACLASFU176 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU248

recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-for-a-long-time, or with lexical signs such as WATCH AGAIN++

Elaboration (2) | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU060

exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后

Elaboration (1) | ACLCHU060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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