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Your search for "climate change" returned 958 result(s)
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ACLTUU084

Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange[Key concepts: change, time, context, attitude; Key processes: …

literacy information-communication ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU085

Explore how the Turkish language and associated cultures, like all languages and cultures, are interrelated, how they shape and are shaped by each other in ways that change over time[Key concepts: interdependence, influence, change; Key processes: tracking, …

critical-creative intercultural-understanding Elaborations ScOT Terms

ACLTUU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU119

Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language[Key concepts: change, social …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | 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

ACLFWU040

Recognise that languages change over time[Key concepts: language shift, language loss, borrowing and relatedness; Key processes: identifying, recognising]

intercultural-understanding Elaborations ScOT Terms

ACLFWU040 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU041

Explore the language situation of their community and the diversity of language situations in Australia[Key concepts: change, sign; Key processes: recognising, discussing, investigating]

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

ACLFWU041 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLHIU034

Understand that the Hindi language is influenced by and in turn influences other languages and cultures[Key concepts: change, influence, contact; Key processes: identifying, investigating]

intercultural-understanding Elaborations ScOT Terms

ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLINU015

Recognise that ways of greeting and addressing others may change according to cultural norms[Key concepts: appropriateness, respect; Key processes: noticing, selecting]

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

ACLINU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU050

Recognise that Indonesian contains influences from other languages, such as regional and foreign languages[Key concepts: change, borrowing; Key processes: identifying, discussing]

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

ACLINU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLITU093

Recognise how Italian language and culture have evolved and how they continue to change over time due to influences such as changing contexts and intercultural contact

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

ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLKOU131

Recognise that languages change continuously and borrow words from each other[Key concepts: word-borrowing; Key processes: noticing, selecting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU131 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGU134

Understand that the context and purpose of interactions influence language choices[Key concepts: change; register, variation; Key processes: observing, comparing]

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

ACLMGU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPU178

Understand the dynamic nature of languages[Key concepts: change, influence, evolution, globalisation; Key processes: observing, reflecting, explaining]

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

ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

History Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

History Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Outdoor learning: Years 7 and 8

Students at this stage Typically, students in Years 7 and 8 develop skills and knowledge to undertake more extended journeys in natural environments, and develop skills of interdependence within the group. They develop higher levels of skill and have …

Outdoor learning: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources

7-10 Geography - Year 10

Collecting, recording, evaluating and representing Content descriptions with elaborations: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical …

7-10 Geography - Year 10 | Digital media literacy | Dimensions | Curriculum connections | Resources

Foundation Year Science

The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail …

Foundation Year | Science | F-10 curriculum

Additive strategies description

This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …

Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Understanding money description

The descriptive term decimal applied to money refers to the basic conversion units being multiples of ten. However, money is not a true decimal system. Amounts such as $2.99 are spoken as two whole numbers (2 dollars 99) and, due to the withdrawal of …

Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Rationale/Aims Biology

Rationale Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge …

Rationale/Aims | Biology | Science | Senior secondary curriculum

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