Curriculum Types

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Curriculum Elements Types

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Cross Curriculum Priorities

Progression Elements
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Scribed response: Growth and change - BELOW

The students and teacher discussed the concept of growth and change. Students were asked to bring in two photos of themselves: one as a baby and one as a school student. Using those photos, students identified their needs at these two points in time …

Scribed response: Growth and change - BELOW | Samples | Work samples | Resources

Written response: Community connections - ABOVE

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - ABOVE | Samples | Work samples | Resources

Written response: Community connections - AT

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - AT | Samples | Work samples | Resources

Written response: Community connections - BELOW

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - BELOW | Samples | Work samples | Resources

ACHASSK084

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts

critical-creative intercultural-understanding numeracy Elaborations ScOT Terms

ACHASSK084 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK169

The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains

critical-creative Elaborations ScOT Terms

ACHASSK169 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK174

The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

critical-creative ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACHASSK174 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK179

The significant beliefs, values and practices of Indian or Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

critical-creative ethical-understanding intercultural-understanding asia-australia Elaborations ScOT Terms

ACHASSK179 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH030

Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains

critical-creative Elaborations ScOT Terms

ACDSEH030 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH033

Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

ethical-understanding intercultural-understanding critical-creative Elaborations ScOT Terms

ACDSEH033 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH036

Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

critical-creative ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACDSEH036 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH039

Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

ethical-understanding critical-creative intercultural-understanding Elaborations ScOT Terms

ACDSEH039 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH045

Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

intercultural-understanding ethical-understanding critical-creative asia-australia Elaborations ScOT Terms

ACDSEH045 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH042

Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

ethical-understanding intercultural-understanding critical-creative asia-australia Elaborations ScOT Terms

ACDSEH042 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH066

The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)

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

ACDSEH066 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH134

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle

intercultural-understanding critical-creative personal-social ethical-understanding aboriginal-torres Elaborations ScOT Terms

ACDSEH134 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

ACLINU033

Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region[Key concept: official language; Key process: understanding]

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

ACLINU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLITU018

Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

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

ACLITU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLKOU132

Recognise that Korean is one of many languages spoken in multicultural Australia and in the world[Key concepts: multilingualism, community; Key processes: noticing, naming]

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLKOU132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLSPU125

Recognise that Spanish is one of many languages spoken around the world and in Australia[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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