Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search returned 8 result(s)
Sort by Relevance | Title | Type |

Elaboration ACDSEH011

describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)

intercultural-understanding critical-creative literacy personal-social asia-australia

Elaboration | ACDSEH011 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH065

describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)

literacy critical-creative personal-social intercultural-understanding asia-australia

Elaboration (1) | ACDSEH065 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH060

explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours

personal-social literacy ethical-understanding intercultural-understanding critical-creative asia-australia

Elaboration | ACDSEH060 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH012

describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)

critical-creative ethical-understanding literacy intercultural-understanding personal-social asia-australia

Elaboration | ACDSEH012 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH063

describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)

ethical-understanding critical-creative literacy personal-social intercultural-understanding asia-australia

Elaboration | ACDSEH063 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH063

explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853

ethical-understanding intercultural-understanding personal-social literacy critical-creative asia-australia

Elaboration (1) | ACDSEH063 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH065

describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)

literacy critical-creative intercultural-understanding personal-social asia-australia

Elaboration | ACDSEH065 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACDSEH061

describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)

personal-social literacy intercultural-understanding critical-creative asia-australia sustainability

Elaboration | ACDSEH061 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Sort by Relevance | Title | Type |