Your search for "United Nations Sustainable Development Goals" returned 124 result(s)
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Structure of Geography Geography

Units In Senior Secondary Geography, students develop their understanding about themes of immediate relevance to them and which have scope for application at a variety of scales, from the local to the global. There are four units: Unit 1: Natural and …

Structure of Geography | Geography | Humanities and Social Sciences | Senior secondary curriculum

Unit 4: The Modern World since 1945 Modern History

This unit examines some significant and distinctive features of the modern world within the period 1945 – 2010, in order to build students’ understanding of the contemporary world - that is, why we are here at this point in time. These include changes …

Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum

Rationale/Aims Ancient History

Rationale The Ancient History curriculum enables students to study life in early civilisations based on the analysis and interpretation of physical and written remains. The ancient period, as defined in this curriculum, extends from the development of …

Rationale/Aims | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACELR026

the ways in which different literary forms may evolve, for example, the development of digital storytelling

ACELR026 | Content Descriptions | Unit 2 | Literature | English | Senior secondary curriculum

ACSBL009

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSBL009 | Content Descriptions | Unit 1 | Biology | Science | Senior secondary curriculum

ACSBL038

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSBL038 | Content Descriptions | Unit 2 | Biology | Science | Senior secondary curriculum

ACSCH010

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSCH010 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum

ACSCH049

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSCH049 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum

ACSES009

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSES009 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSES038

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSES038 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSPH010

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSPH010 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum

ACSPH054

Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines

ACSPH054 | Content Descriptions | Unit 2 | Physics | Science | Senior secondary curriculum

ACHAH167

The nature of the empire and its impact on economic development, including the significance of booty, tribute and trade

ACHAH167 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH195

The development of Athens’ domestic politics for example the use of ostracisms in the 480s, the ascendency of Themistocles, the construction of the fleet, and the enhancement of the position of strategoi

ACHAH195 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH275

The development of the East Bank of Thebes, including the temples of Karnak and Luxor, shrines, statues, stelae, papyri, inscriptions, paintings and other artefacts

ACHAH275 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH277

The development of the West Bank: the Valleys of the Kings and Queens, tombs of the nobles, tomb paintings and reliefs, mortuary temples and the palace of Malkata 

ACHAH277 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH373

The nature and development of political life in Pompeii and Herculaneum, including the significance of fora, temples, basilicas, theatres and graffiti as sources of evidence

ACHAH373 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHMH017

The motivation and role of individuals in the development of the Enlightenment, and conflicting ideas, with particular reference to Locke, Voltaire, Mill and Rousseau

ACHMH017 | Content Descriptions | Unit 1: Understanding the Modern World | Modern History | Humanities and Social Sciences | Senior secondary curriculum

ACHMH199

The significance of the chosen country’s political and economic development since 1945 for its relationship with Australia

ACHMH199 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum

Rationale/Aims Modern History

Rationale The Modern History curriculum enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the curriculum …

Rationale/Aims | Modern History | Humanities and Social Sciences | Senior secondary curriculum

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