Your search for "United Nations Sustainable Development Goals" returned 36 result(s)
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Short response: Changing nations - AT

Students were introduced to the topic of human migration within and between countries and its impact on the concentration of populations in major cities. During this study, comparisons were made between urban and rural environments in Australia and China. For …

Short response: Changing nations - AT | Samples | Work samples | Resources

Short response: Changing nations - ABOVE

Students were introduced to the topic of human migration within and between countries and its impact on the concentration of populations in major cities. During this study, comparisons were made between urban and rural environments in Australia and China. For …

Short response: Changing nations - ABOVE | Samples | Work samples | Resources

Short response: Changing nations – BELOW

Students were introduced to the topic of human migration within and between countries and its impact on the concentration of populations in major cities. During this study, comparisons were made between urban and rural environments in Australia and China.  For …

Short response: Changing nations – BELOW | Samples | Work samples | Resources

Digital project: App development - AT

Students collaboratively designed and implemented an app for Year 7 and 8 students. They documented their process using a group wiki including guidelines for using the wiki and managing files, analysis of similar apps, functional and non-functional requirements, …

Digital project: App development - AT | Samples | Work samples | Resources

Digital project: App development - BELOW

Students collaboratively designed and implemented an app for Year 7 and 8 students. They documented their process using a group wiki including guidelines for using the wiki and managing files, analysis of similar apps, functional and non-functional requirements, …

Digital project: App development - BELOW | Samples | Work samples | Resources

Digital project: App development - ABOVE

Students collaboratively designed and implemented an app for Year 7 and 8 students. They documented their process using a group wiki including guidelines for using the wiki and managing files, analysis of similar apps, functional and non-functional requirements, …

Digital project: App development - ABOVE | Samples | Work samples | Resources

Science - Year 8

Use and influence of science Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and mayinvolve ethical considerations(ACSHE135)  People use science understanding and skills in their occupations …

Science - Year 8 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Description: Castles – AT

Students were asked to write a description of the changes in the design and function of castles in medieval Europe. They worked with their class teacher and the teacher-librarian to locate appropriate written and pictorial source material and were provided …

Description: Castles – AT | Samples | Work samples | Resources

Sustainability - Years 7 and 8

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

Sustainability - Years 7 and 8 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 7 and 8

Year 7 Knowledge and understanding Content descriptions with elaborations: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical, sustainability considerations …

Design and Technologies - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …

Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Years 7 and 8

Year 7 Science Understanding Biological sciences Content description with elaborations: Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112) constructing and interpreting …

Science - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 7 and 8

Year 7 and 8 Design and technologies knowledge and understanding Content descriptions with elaborations Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, …

Design and Technologies - Years 7 and 8 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

History - Years 7 and 8

Year 7 Historical knowledge and understanding Investigating the ancient past   The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical features …

History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Pose questions pose questions to probe assumptions and investigate complex issues Imagine possibilities and connect ideas draw parallels between known and new ideas to create new ways of achieving goals Consider …

Critical and Creative Thinking - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Work independently and show initiative critique their effectiveness in working independently by identifying enablers and barriers to achieving goals Become confident, resilient and adaptable assess, adapt and …

Personal and Social Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 7 and 8

The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally. Yr7 Science (ACSHE223): recognising that traditional and Western scientific knowledge can …

Aboriginal and Torres Strait Islander Histories and Cultures - Years 7 and 8 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 7 and 8

By the end of Year 8: Technologies and society Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised …

Design and Technologies - Years 7 and 8 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 7 and 8

Technologies contexts By the end of Year 8 students will have had the opportunity to create designed solutions addressing the four technologies contexts below. Engineering principles and systems Analyse how motion, force and energy are used to manipulate …

Design and Technologies - Years 7 and 8 | Competencies and skills | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 5 (Years 7 and 8)

Typically by the end of Year 8, students: Investigate culture and cultural identity explain ways that cultural groups and identities change over time and in different contexts Explore and compare cultural knowledge, beliefs and practices analyse the dynamic …

Intercultural Understanding - Level 5 (Years 7 and 8) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

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