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Unit 3: Living on Earth - extracting, using and managing Earth resources Earth and Environmental Science

Earth resources are required to sustain life and provide infrastructure for living (for example, food, shelter, medicines, transport, and communication), driving ongoing demand for biotic, mineral and energy resources. In this unit, students explore renewable …

Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum

Elaboration (14) ACLFWC026

making and recording observations of how living things such as insects, frogs or plants develop through their life cycles, recognising the effect on these cycles of different environmental factors

Elaboration (14) | ACLFWC026 | 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

Elaboration (2) ACSSU032

considering what might happen to humans if there were a change in a familiar available resource, such as water

critical-creative sustainability

Elaboration (2) | ACSSU032 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration (1) ACSSU032

describing how a resource such as water is transferred from its source to its point of use

literacy critical-creative

Elaboration (1) | ACSSU032 | Content Descriptions | Year 2 | Science | F-10 curriculum

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

Comprehending texts through listening, reading viewing element - Conprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1a

use behaviours that are not intentionally directed at another person to: attend to, respond to or show interest in familiar people, texts, events and activities

Comprehending texts through listening, reading viewing element - Conprehending texts | Level 1a | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts through speaking, writing and creating - Composing texts Literacy Composing texts through speaking, writing and creating Level 1a

use behaviours that are not intentionally directed at another person to: refuse or reject reflect a preference or desire reflect state of wellbeing, for example contentment, joy, worry, pain reflect a physical state, for example hot, cold, nausea

Composing texts through speaking, writing and creating - Composing texts | Level 1a | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Comprehending texts through listening, reading and viewing element - Comprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1b

use informal behaviours that show consistent anticipation of events in regular routines to: attend consistently to familiar texts respond consistently to social interactions with familiar people demonstrate anticipation of predictable events respond …

Comprehending texts through listening, reading and viewing element - Comprehending texts | Level 1b | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts through speaking, writing and creating elements - Compose texts Literacy Composing texts through speaking, writing and creating Level 1b

use informal behaviours to intentionally communicate a single message consistently in familiar environments with familiar people, such as to: refuse or reject express a preference request the continuation of an activity request something new request …

Composing texts through speaking, writing and creating elements - Compose texts | Level 1b | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Comprehending texts through listening, reading and viewing - Comprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1c

use conventional behaviours and/or concrete symbols consistently in an increasing range of environments and with familiar and unfamiliar people to: respond to a sequence of gestures, objects, photographs and/or pictographs, for example follow a visual …

Comprehending texts through listening, reading and viewing - Comprehending texts | Level 1c | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts through speaking, writing and creating element - Composing texts Literacy Composing texts through speaking, writing and creating Level 1c

use conventional behaviours and/or concrete symbols to intentionally communicate more than one idea at a time consistently across an increasing range of environments with familiar and unfamiliar people, such as to: refuse or reject request items, people …

Composing texts through speaking, writing and creating element - Composing texts | Level 1c | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Comprehending texts through listening, reading and viewing element - Comprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1d

use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to: work out the meaning of texts with familiar structures, such as illustrated books, printed words, Braille texts and pictographs , using …

Comprehending texts through listening, reading and viewing element - Comprehending texts | Level 1d | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts through speaking, writing and creating element - Composing texts Literacy Composing texts through speaking, writing and creating Level 1d

use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to communicate intentionally and consistently in different contexts and with different people to: create texts with familiar structures such …

Composing texts through speaking, writing and creating element - Composing texts | Level 1d | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Elaboration (2) ACHASSK149

exploring some national needs and wants in Australia and an Asian country (for example, access to water, education, health care) and comparing resource limitations and decisions

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

Elaboration (2) | ACHASSK149 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHGK040

examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)

critical-creative ethical-understanding personal-social literacy sustainability

Elaboration (2) | ACHGK040 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum

Science - Years 3 and 4

Year 3 Science Understanding Biological sciences Content description with elaborations: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) recognising characteristics of living …

Science - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Elaboration (2) ACHASSI154

constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental …

critical-creative literacy information-communication numeracy sustainability

Elaboration (2) | ACHASSI154 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Year 4 HASS

How people, places and environments interact, past and present The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their …

Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Representation of Cross-curriculum priorities Earth and Environmental Science

While the significance of the cross-curriculum priorities for Earth and Environmental Science varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. The Earth and Environmental Science curriculum …

Representation of Cross-curriculum priorities | Earth and Environmental Science | Science | Senior secondary curriculum

Two-way science at Areyonga: investigating the health of local springs

Areyonga School is a Northern Territory government school located in a remote community 225 km west of Alice Springs in the Northern Territory on the traditional lands of the Pitjantjatjara people. It has an enrolment of 50 students, of whom 100% are …

Two-way science at Areyonga: investigating the health of local springs | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

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