Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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ACSCH126

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSCH126 | Content Descriptions | Unit 4 | Chemistry | Science | Senior secondary curriculum

ACSES014

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSES014 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSES043

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSES043 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSES070

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSES070 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSES097

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSES097 | Content Descriptions | Unit 4 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSPH015

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSPH015 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum

ACSPH059

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSPH059 | Content Descriptions | Unit 2 | Physics | Science | Senior secondary curriculum

ACSPH092

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSPH092 | Content Descriptions | Unit 3 | Physics | Science | Senior secondary curriculum

ACSPH128

Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability

ACSPH128 | Content Descriptions | Unit 4 | Physics | Science | Senior secondary curriculum

ACTDEP006

Generate, develop and record design ideas through describing, drawing and modelling

literacy numeracy critical-creative Elaborations ScOT Terms

ACTDEP006 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

ACTDEP027

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

critical-creative ethical-understanding personal-social literacy sustainability Elaborations ScOT Terms

ACTDEP027 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

ACTDEP038

Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability

critical-creative ethical-understanding personal-social literacy sustainability Elaborations ScOT Terms

ACTDEP038 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

ACTDIP028

Design the user experience of a digital system, generating, evaluating and communicating alternative designs

literacy information-communication critical-creative Elaborations ScOT Terms

ACTDIP028 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

ACTDEK010

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs

critical-creative ethical-understanding literacy personal-social sustainability Elaborations ScOT Terms

ACTDEK010 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

ACTDEK019

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use

ethical-understanding critical-creative literacy personal-social sustainability Elaborations ScOT Terms

ACTDEK019 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

ACTDEP048

Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas

literacy critical-creative Elaborations ScOT Terms

ACTDEP048 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Critical and Creative Thinking - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Pose questions pose factual and exploratory questions based on personal interests and experiences Imagine possibilities and connect ideas use imagination to view or create things in new ways and …

Critical and Creative Thinking - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Pose questions pose questions to clarify and interpret information and probe for causes and consequences Imagine possibilities and connect ideas combine ideas in a variety of ways and from a range of sources …

Critical and Creative Thinking - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Pose questions pose questions to probe assumptions and investigate complex issues Imagine possibilities and connect ideas draw parallels between known and new ideas to create new ways of achieving goals Consider …

Critical and Creative Thinking - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

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