Your search for "United Nations Sustainable Development Goals" returned 24 result(s)
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Elaboration (7) ACSHE083

investigating how Aboriginal and Torres Strait Islander Peoples’ traditional ecological and zoological knowledge informs sustainable harvesting practices of certain species, such as dugongs and turtles (OI.2, OI.6)

aboriginal-torres

Elaboration (7) | ACSHE083 | Content Descriptions | Year 5 | Science | F-10 curriculum

Elaboration (8) ACSHE098

investigating how Aboriginal and Torres Strait Islander Peoples test predictions and gather data in the development of technologies and processes (OI.5, OI.9)

aboriginal-torres

Elaboration (8) | ACSHE098 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (6) ACSHE228

researching how Torres Strait Islander Peoples are at the forefront of the development of scientific measures to prevent the transfer of certain infectious diseases and pests to the Australian continent (OI.9)

aboriginal-torres

Elaboration (6) | ACSHE228 | Content Descriptions | Year 9 | Science | F-10 curriculum

Elaboration (5) ACSHE135

investigating use of sustainable technologies to deliver basic services in remote Aboriginal and Torres Strait Islander communities and considering ethical implications of these (OI. 6)

aboriginal-torres

Elaboration (5) | ACSHE135 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (6) ACSIS199

collaborating with Aboriginal and Torres Strait Islander Peoples to explore the development of a commercial product based upon traditional ecological knowledge while addressing ethical issues

aboriginal-torres

Elaboration (6) | ACSIS199 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (5) ACSHE223

investigating how land management practices of Aboriginal and Torres Strait Islander Peoples informs sustainable management of the environment to protect biodiversity (OI.5, OI.9)

aboriginal-torres

Elaboration (5) | ACSHE223 | Content Descriptions | Year 7 | Science | F-10 curriculum

Elaboration (3) ACSHE226

investigating how Aboriginal and Torres Strait Islander Peoples connect knowledge from the disciplines of physics, chemistry, biology and geology in the development of material culture (OI.3, OI.5)

aboriginal-torres

Elaboration (3) | ACSHE226 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (4) ACSHE226

investigating how Aboriginal and Torres Strait Islander Peoples employ knowledge from the disciplines of chemistry, biology, physics and geology in their development of pigments and dyes (OI.3, OI.5)

aboriginal-torres

Elaboration (4) | ACSHE226 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (5) ACSHE120

researching the development of commercial products that are founded on the traditional knowledge and practices of Aboriginal and Torres Strait Islander Peoples and discussing related ethical considerations associated with biopiracy and intellectual property …

aboriginal-torres

Elaboration (5) | ACSHE120 | Content Descriptions | Year 7 | Science | F-10 curriculum

Elaboration ACHHS182

placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns

critical-creative literacy numeracy intercultural-understanding aboriginal-torres

Elaboration | ACHHS182 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI129

proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully

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

Elaboration (2) | ACHASSI129 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK089

recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia

intercultural-understanding critical-creative literacy ethical-understanding numeracy aboriginal-torres

Elaboration | ACHASSK089 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK107

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed

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

ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACLFWU022

Recognise how Aboriginal and Torres Strait Islander languages are transmitted from generation to generation[Key concepts: oral transmission, language maintenance and development; Key processes: noticing, recognising, considering, valuing]

intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU022 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU044

Understand ways the language and culture can be maintained and strengthened in changing contexts[Key concepts: language maintenance and development ; Key processes: discussing, exploring, considering, investigating, language building]

intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU044 | 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

ACLFWU066

Investigate programs, initiatives and techniques that keep Aboriginal and Torres Strait Islander languages strong[Key concepts: language maintenance and development; Key processes: discussing, exploring, investigating, evaluating, language building, language …

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

ACLFWU066 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU108

Understand ways the target language and culture can be maintained and strengthened in changing contexts[Key concepts: language maintenance, and development ; Key processes: discussing, exploring, considering, investigating, language building]

intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU108 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACHASSK108

investigating an event or development and explaining its economic, social and political impact on a colony (for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders …

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

Elaboration | ACHASSK108 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACLFWU105

Explore the language situation of target language communities and the diversity of language situations in Australia[Key concepts: language communities, language transmission, language maintenance and development, language revival, change, sign; Key processes: …

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

ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU129

Investigate programs, initiatives and techniques that keep Aboriginal and Torres Strait Islander languages strong[Key concepts: language maintenance, development, building; Key processes: discussing, exploring, investigating, evaluating, language building, …

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

ACLFWU129 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

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