Your search for "United Nations Sustainable Development Goals" returned 39 result(s)
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Elaboration ACHASSK140

identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and …

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

Elaboration | ACHASSK140 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK185

investigating whether the use of water in their place is sustainable

literacy critical-creative ethical-understanding sustainability

Elaboration (1) | ACHASSK185 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK090

exploring how some natural resources are used and managed in sustainable and non-sustainable ways

critical-creative personal-social literacy ethical-understanding sustainability

Elaboration (1) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK067

describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics

critical-creative literacy asia-australia

Elaboration (1) | ACHASSK067 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI097

compiling an annotated timeline to show the key stages of a development (for example, significant events in the development of their community, their region or state)

literacy numeracy critical-creative

Elaboration | ACHASSI097 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSK067

using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia

critical-creative literacy numeracy asia-australia

Elaboration | ACHASSK067 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK134

comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government

intercultural-understanding personal-social literacy critical-creative

Elaboration (1) | ACHASSK134 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI077

exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)

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

Elaboration (3) | ACHASSI077 | Content Descriptions | Year 4 | 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

Elaboration (3) ACHASSK090

investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)

ethical-understanding literacy critical-creative sustainability

Elaboration (3) | ACHASSK090 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACHASSI101

explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)

critical-creative literacy sustainability

Elaboration (5) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSI079

finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; …

literacy critical-creative sustainability

Elaboration (2) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI127

critiquing points of view about a sustainability issue (for example, considering producers’ and consumers’ views on the sustainable use of resources)

ethical-understanding literacy critical-creative sustainability

Elaboration (4) | ACHASSI127 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK107

discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)

ethical-understanding literacy critical-creative personal-social sustainability

Elaboration (2) | ACHASSK107 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI160

applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)

personal-social ethical-understanding critical-creative literacy

Elaboration (4) | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK172

describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states

literacy critical-creative intercultural-understanding

Elaboration (2) | ACHASSK172 | Content Descriptions | Year 7 | HASS | 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 ACHASSI160

designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes

ethical-understanding literacy personal-social critical-creative sustainability

Elaboration | ACHASSI160 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSK137

investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)

critical-creative personal-social literacy aboriginal-torres asia-australia

Elaboration (1) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI161

applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions …

ethical-understanding literacy critical-creative personal-social sustainability

Elaboration (1) | ACHASSI161 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

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