Your search for "United Nations Sustainable Development Goals" returned 25 result(s)
Sort by Relevance | Title | Type |

HASS - Above satisfactory - Year 6

This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student describes and explains continuities and changes for different groups in the past …

HASS - Above satisfactory - Year 6 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 6

This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student identifies and describes continuities and changes for different groups in the past …

HASS - Satisfactory - Year 6 | Portfolios | Work samples | Resources

Australia: your life so far – AT

Students produced a ‘profile’ of Australia on the eve of federation in 1901. In class during one 50-minute lesson, they completed sections of a teacher-created proforma to draw together information and ideas from their study of Australia’s history and …

Australia: your life so far – AT | Samples | Work samples | Resources

Australia: your life so far – ABOVE

Students produced a ‘profile’ of Australia on the eve of federation in 1901. In class during one 50-minute lesson, they completed sections of a teacher-created proforma to draw together information and ideas from their study of Australia’s history and …

Australia: your life so far – ABOVE | Samples | Work samples | Resources

Museum catalogue: Australia’s federation – ABOVE

Students were provided with a collection of printed and digital images depicting people, places and events from the Australian colonies at the end of the nineteenth century. They were asked to make a selection from this collection for inclusion in a new …

Museum catalogue: Australia’s federation – ABOVE | Samples | Work samples | Resources

Museum catalogue: Australia’s federation – AT

Students were provided with a collection of printed and digital images depicting people, places and events from the Australian colonies at the end of the nineteenth century. They were asked to make a selection from this collection for inclusion in a new …

Museum catalogue: Australia’s federation – AT | Samples | Work samples | Resources

Email to a member of parliament – ABOVE

Students explored levels of mobile phone use and ownership in Australia as part of a unit on resources, consumers and businesses. They then wrote an email that might be sent to their local federal member of parliament requesting new legislation in relation …

Email to a member of parliament – ABOVE | Samples | Work samples | Resources

Email to a member of parliament – AT

Students explored levels of mobile phone use and ownership in Australia as part of a unit on resources, consumers and businesses. They then wrote an email that might be sent to their local federal member of parliament requesting new legislation in relation …

Email to a member of parliament – AT | Samples | Work samples | Resources

Federation: for and against – AT

Students were provided with a selection of primary and secondary sources detailing the key figures and events that led to Australia’s federation in 1901. The task involved extracting arguments for and against federation and then recording this information …

Federation: for and against – AT | Samples | Work samples | Resources

Federation: for and against – ABOVE

Students were provided with a selection of primary and secondary sources detailing the key figures and events that led to Australia’s federation in 1901. The task involved extracting arguments for and against federation and then recording this information …

Federation: for and against – ABOVE | Samples | Work samples | Resources

Sustainability - Years 5 and 6

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable …

Sustainability - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 5 and 6

Investigating and defining Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017) Evaluating Explain how student solutions and existing information systems are sustainable and meet current and future …

Digital Technologies - Years 5 and 6 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 5 and 6

Year 5 Knowledge and understanding Content descriptions with elaborations: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current …

Design and Technologies - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Science - Years 5 and 6

Year 5 Science understanding Chemical science Content descriptions with elaborations Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) recognising that substances exist in different states depending …

Science - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 5 and 6

Year 5 Knowledge and understanding (Geography sub-strand) Content descriptions with elaborations: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation …

F-6/7 Humanities and Social Sciences - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Digital project: Scratch game - BELOW

Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.

Digital project: Scratch game - BELOW | Samples | Work samples | Resources

Digital project: Scratch game - ABOVE

Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.

Digital project: Scratch game - ABOVE | Samples | Work samples | Resources

Digital project: Scratch game - AT

Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.

Digital project: Scratch game - AT | Samples | Work samples | Resources

Design project: Gardening tool - ABOVE

Students critiqued garden tools designed for adults. They researched ergonomics and developments by designers of garden tools in shape, size and materials used. Students explained the issues they have with their selected tool(s) and produced designed …

Design project: Gardening tool - ABOVE | Samples | Work samples | Resources

Design project: Gardening tool - AT

Students critiqued garden tools, designed for adults, and identified the issues they have with using them. They researched ergonomics and developments by designers of garden tools in shape, size and materials used. Students explained the issues they have …

Design project: Gardening tool - AT | Samples | Work samples | Resources

Sort by Relevance | Title | Type |