Search

Elaboration (1) ACLCHC020

identifying and locating familiar characters or words in texts, and discussing the purpose and meaning of a text, for example, food packaging, a restaurant menu

Elaboration (5) ACLCHC067

comparing different perspectives on the same event or on a topical issue such as intergenerational relationships, the environment, or food choices

Elaboration (3) ACLCHC121

discussing the role of Chinese language and culture in their own lives, such as participation in cultural events, food preferences, or overseas travel

Elaboration (1) ACLCHU128

examining pictures of different marketplaces and noticing differences between food markets and grocery stores in China and Australia

Elaboration (6) ACLCHU128

recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations

Elaboration (4) ACLCHC137

comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these

Elaboration (2) ACLFWC174

engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion

Elaboration (3) ACSHE013

recognising how Aboriginal and Torres Strait Islander Peoples gain knowledge about the land and its vital resources, such as water and food, through observation (OI.3, OI.5)

Elaboration (4) ACSSU187

investigating some of the chemical reactions and methods employed by Aboriginal and Torres Strait Islander Peoples to convert toxic plants into edible food products (OI.5)

Elaboration (3) ACHASSK088

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

Elaboration ACHASSK090

identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)

Elaboration (5) ACHASSI101

explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

Elaboration (5) ACHASSK135

investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example, their food and shelter, protection, education and contacts with family)

Elaboration (2) ACHASSK151

distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism and telecommunications)

Elaboration (1) ACHGK061

investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)

Elaboration ACHGK063

exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change

Elaboration ACHGS063

developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)

Elaboration (1) ACHGS065

developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade

Elaboration ACHGK078

investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities