ACLFWU144
Identify elements of the kinship system and its links to place and natural species[Key concepts: kinship and totemic relationships, place, ceremonial expression; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU081
Identify elements of the kinship system and its role in linking story and natural species and phenomena[Key concepts: kinship, totemic relationships, place, cultural practices; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU081 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFRC022
Locate specific points of information in different types of texts relating to social and natural worlds[Key concepts: community, family, friends, environment; Key processes: focused reading, information selection and organisation]
Elaborations ScOT Terms
ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC095
Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms[Key concepts: community, traditions, environment; Key processes: composing, presenting, informing]
Elaborations ScOT Terms
ACLFRC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEC123
Obtain and process information from peers and texts related to personal, social and natural worlds[Key concepts: community, family, friends; Key processes: reading, listening, selecting, organising]
Elaborations ScOT Terms
ACLGEC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEC124
Present information in modelled spoken and written texts relating to personal, social and natural worlds[Key concepts: family, friends; Key processes: describing, presenting, collating]
Elaborations ScOT Terms
ACLGEC124 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEC140
Gather, compare and respond to information from different sources relating to social and natural worlds[Key concepts: environment, lifestyles, relationships; Key processes: researching, collating, reading, viewing]
Elaborations ScOT Terms
ACLGEC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACHAH161
The nature of power and authority at the beginning of the New Kingdom, including the social and political structure (role and status of pharaoh/royalty, nobility, scribes, artisans, agricultural workers; the nature and impact of Hyksos rule); religion …
ACHAH161 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Observation: What are the features of the local park?
After talking about natural, managed and constructed features of places, students visited a park in the local area to observe and take photos of its features in response to the question: what are the features of the local park? The students were then …
Observation: What are the features of the local park? | Samples | Curriculum connections | Resources
Visiting the park – ABOVE
Students undertook an excursion to a local park to observe the natural, managed and constructed features of a place. After the excursion students completed a teacher-created digital worksheet containing photographs of the features of the park they had …
Visiting the park – ABOVE | Samples | Work samples | Resources
Visiting the park – AT
Students undertook an excursion to a local park to observe the natural, managed and constructed features of a place. After the excursion students completed a teacher-created digital worksheet containing photographs of the features of the park they had …
Visiting the park – AT | Samples | Work samples | Resources
Written instructions: Environmental games - AT
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions: Environmental games - AT | Samples | Work samples | Resources
Written instructions – Environmental games - BELOW
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions – Environmental games - BELOW | Samples | Work samples | Resources
Written response: Bushwalking
As part of a unit of work about healthy eating and the outdoors, students learnt about the natural environment and participated in a bushwalk in their local community. Students explored strategies to promote minimal impact on the environment. Students …
Written response: Bushwalking | Samples | Curriculum connections | Resources
Written response: Bushwalking - ABOVE
As part of a unit of work about healthy eating and the outdoors, students learnt about the natural environment and participated in a bushwalk in their local community. Students explored strategies to promote minimal impact on the environment. Students …
Written response: Bushwalking - ABOVE | Samples | Work samples | Resources
Written instructions: Environmental games - ABOVE
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions: Environmental games - ABOVE | Samples | Work samples | Resources
Hotel proposal – ABOVE
Students adopted the persona of a project manager asked to make a recommendation about the location of a new hotel. They were provided with a map containing three different sites along with a list of requirements for consideration: road access, water …
Hotel proposal – ABOVE | Samples | Work samples | Resources
Hotel proposal – AT
Students adopted the persona of a project manager asked to make a recommendation about the location of a new hotel. They were provided with a map containing three different sites along with a list of requirements for consideration: road access, water …
Hotel proposal – AT | Samples | Work samples | Resources
Written response: Bushwalking - AT
As part of a unit of work about healthy eating and the outdoors, students learnt about the natural environment and participated in a bushwalk in their local community. Students explored strategies to promote minimal impact on the environment. Students …
Written response: Bushwalking - AT | Samples | Work samples | Resources
Concrete sculpture – AT
In prior learning activities, students learnt concepts and performed experiments relating to chemical and physical changes. They performed a research investigation into the rock cycle with a particular focus on the processes of weathering and erosion. This …
Concrete sculpture – AT | Samples | Work samples | Resources