Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "religion" returned 46 result(s)
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Elaboration ACDSEH039

investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)

literacy critical-creative ethical-understanding intercultural-understanding

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

Elaboration ACLHIC023

using simple descriptive language and supporting resources to introduce family members and friends and to identify relationships with them, for example, मौसी; चाचा, providing details such as age, religion, occupation or regional backgrounds, for example, …

Elaboration | ACLHIC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLHIU071

finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport

Elaboration | ACLHIU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLINC062

noticing that aspects of personal identity such as family, religion and marital status are important in interacting with Indonesians and in how one may be perceived, for example, Saya orang Australia, Saya berasal dari Sri Lanka, Nenek saya dari Inggris, …

Elaboration | ACLINC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINU067

analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru …

asia-australia

Elaboration | ACLINU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINC072

comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives

Elaboration | ACLINC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINC079

sharing personal information with Indonesian peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use reflects aspects of identity such as family background and religion

Elaboration | ACLINC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINC086

exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken

Elaboration | ACLINC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLJAC011

identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender

Elaboration | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLSPU144

understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, …

Elaboration | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC011

identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender

Elaboration | ACLSPC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACHASSI098

identifying stereotypes and over-generalisations relating to age, gender, ethnicity, ability, religion and/or politics presented in sources and media of the past (for example, a newspaper caricature of a colonial era Chinese goldfield worker) and in sources …

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

Elaboration (1) | ACHASSI098 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI124

constructing tables and graphs with digital applications as appropriate to display or categorise data and information for analysis (for example, a table to show the similarities and differences in official languages and religions across a number of c …

literacy numeracy critical-creative information-communication

Elaboration (1) | ACHASSI124 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH047

outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period

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

Elaboration (1) | ACDSEH047 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHCK065

identifying the values and beliefs of religions practised in contemporary Australia (for example, Christianity, Judaism, Buddhism, Islam, Hinduism)

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

Elaboration (1) | ACHCK065 | Content Descriptions | Year 8 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLGEU170

exploring how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, Stehcafé, religious/public holidays, choice of Fremdsprachen offered in school …

sustainability

Elaboration (1) | ACLGEU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLINC096

comparing aspects of identity that may be important across cultures, such as island, ethnic group, language, religion, age, gender, and position in family, for example, Nama saya Wayan. Saya dari Bali. Saya orang Hindu. Saya berbahasa Bali dan Indone …

Elaboration (1) | ACLINC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLITU076

observing the connection between some names and regional and family connections or religion

Elaboration (1) | ACLITU076 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLTUU101

investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire

Elaboration (1) | ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLCHC229

recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources

Elaboration (1) | ACLCHC229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

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