ACHGK063
Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world
Elaborations ScOT Terms
ACHGK063 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI025
imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …
Elaboration (2) | ACHASSI025 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLFRC056
asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or …
Elaboration (3) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLGEC155
asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps …
Elaboration (4) | ACLGEC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLINC005
using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program such as Jalan Sesama (the Indonesian version of Sesame Street), for example, Huruf hari ini, huruf H
Elaboration (3) | ACLINC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITU038
recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
Elaboration | ACLITU038 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLJAC182
planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps
Elaboration (4) | ACLJAC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLKOC173
asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
Elaboration (5) | ACLKOC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLSPC134
matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
Elaboration (1) | ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC164
planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or direc …
Elaboration (3) | ACLSPC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLVIU154
identifying ways in which tone and body language vary in daily interactions depending on context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the …
Elaboration (1) | ACLVIU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU015
identifying ways in which tone and body language vary in daily interactions according to setting and context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according …
Elaboration | ACLVIU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (17) ACLFWC048
describing and explaining a range of practices relating to food gathering, such as the division and distribution of food from a hunting trip, for example, the awarding and use of different cuts of meat, special ways of cooking, cutting and sharing traditional …
Elaboration (17) | 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
F-6/7 Humanities and Social Sciences - Foundation to Year 2
Foundation Knowledge and understanding (Geography sub-strand) Content description with elaborations: The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live …
F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Economics and Business - Years 7 and 8
Year 7 Knowledge and understanding Content descriptions with elaborations: The ways consumers and producers interact and respond to each other in the market (ACHEK017) investigating how consumers rely on businesses to meet their needs and wants examining …
Economics and Business - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 3 and 4
Year 3 Knowledge and understanding Geography Content descriptions and elaborations The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there and people’s …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Researching Content descriptions with elaborations: Locate and collect relevant information and data from Primary sources and secondary sources (ACHASSI123) determining the most appropriate methods to find information (for example, personal observation, …
F-6/7 Humanities and Social Sciences - Year 6 | Digital media literacy | Dimensions | Curriculum connections | Resources
7-10 Geography - Year 9
Geographies of interconnections Content descriptions with elaborations: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066) describing the …
7-10 Geography - Year 9 | Digital media literacy | Dimensions | Curriculum connections | Resources
History - Years 7 and 8
Year 7 Historical knowledge and understanding Investigating the ancient past The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical …
History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 7 and 8
Year 7 and 8 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Investigate the impact of transition and change on identities (ACPPS070) examining the impact of physical changes on gender, …
Health and Physical Education - Years 7 and 8 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources