Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search returned 103 result(s)
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Elaboration (2) ACSSU187

using word or symbol equations to represent chemical reactions

critical-creative literacy numeracy

Elaboration (2) | ACSSU187 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (3) ACSSU187

investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions

critical-creative literacy

Elaboration (3) | ACSSU187 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (3) ACSSU188

researching Aboriginal and Torres Strait Islander Peoples’ knowledge of celestial bodies and explanations of the origin of the universe (OI.3, OI.5)

aboriginal-torres

Elaboration (3) | ACSSU188 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration ACSSU188

identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation

critical-creative literacy

Elaboration | ACSSU188 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (1) ACSSU188

recognising that the age of the universe can be derived using knowledge of the Big Bang theory

critical-creative numeracy

Elaboration (1) | ACSSU188 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACSSU188

describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang

literacy critical-creative

Elaboration (2) | ACSSU188 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (7) ACSSU189

investigating how Aboriginal and Torres Strait Islander Peoples are reducing Australia’s greenhouse gas emissions through the reinstatement of traditional fire management regimes (OI.5, OI.9)

aboriginal-torres

Elaboration (7) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration ACSSU189

investigating how human activity affects global systems

literacy critical-creative sustainability

Elaboration | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (1) ACSSU189

modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere

critical-creative sustainability

Elaboration (1) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACSSU189

explaining the causes and effects of the greenhouse effect

critical-creative literacy sustainability

Elaboration (2) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (3) ACSSU189

investigating the effect of climate change on sea levels and biodiversity

literacy critical-creative sustainability

Elaboration (3) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (4) ACSSU189

considering the long-term effects of loss of biodiversity

critical-creative sustainability

Elaboration (4) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (5) ACSSU189

investigating currently occurring changes to permafrost and sea ice and the impacts of these changes

critical-creative literacy sustainability

Elaboration (5) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (6) ACSSU189

examining the factors that drive the deep ocean currents, their role in regulating global climate, and their effects on marine life

literacy critical-creative sustainability

Elaboration (6) | ACSSU189 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration ACSSU190

recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation

critical-creative numeracy

Elaboration | ACSSU190 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (1) ACSSU190

recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient

numeracy critical-creative

Elaboration (1) | ACSSU190 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACSSU190

comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping

critical-creative literacy

Elaboration (2) | ACSSU190 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (3) ACSSU190

using models to describe how energy is transferred and transformed within systems

literacy critical-creative

Elaboration (3) | ACSSU190 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (4) ACSSU229

investigating how Aboriginal and Torres Strait Islander Peoples achieve an increase in velocity and subsequent impact force through the use of spear throwers and bows (OI.5)

aboriginal-torres

Elaboration (4) | ACSSU229 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration ACSSU229

gathering data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration

critical-creative literacy numeracy

Elaboration | ACSSU229 | Content Descriptions | Year 10 | Science | F-10 curriculum

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