Your search for "Water is an important resource that cycles through the environment" returned 2612 result(s)
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Elaboration (5) ACLFWC133

naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh …

Elaboration (5) | ACLFWC133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Year 9 Geography

There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’. ‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre …

Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACTDEK023

examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection

literacy ethical-understanding critical-creative personal-social information-communication

Elaboration (2) | ACTDEK023 | Content Descriptions | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

Representation of Cross-curriculum Priorities Biology

While the significance of the cross-curriculum priorities for Biology varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal and …

Representation of Cross-curriculum Priorities | Biology | Science | Senior secondary curriculum

Years 9 and 10 Italian

The nature of the learners Students have prior experience of learning Italian and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLFWC010

categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind

Elaboration (6) | ACLFWC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACSBL118

Pathogens have adaptations that facilitate their entry into cells and tissues and their transmission between hosts; transmission occurs by various mechanisms including through direct contact, contact with body fluids, and via contaminated food, water …

ACSBL118 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum

ACSES024

Water’s unique properties, including its boiling point, density in solid and liquid phase, surface tension and its ability to act a solvent, and its abundance at the surface of Earth make it an important component of Earth system processes (for example, …

ACSES024 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum

Elaboration (1) ACLFWU080

recognising that communication can also occur through sign language; identifying and using basic signs for things from the everyday environment

Elaboration (1) | ACLFWU080 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there (ACHGK019) exploring …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Foundation to Year 2 Chinese

The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …

Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

How do the progressions cater to the diversity of learners?

Consistent with ACARA’s Student diversity advice on the Australian Curriculum website, the progressions support teachers to cater for the diversity of learners by: acknowledging students’ different rates of progress through the levels and across elements acknowledging that …

How do the progressions cater to the diversity of learners? | National Literacy and Numeracy Learning Progressions | Resources

Two-way science at Leonora: investigating the Mamutjitji (antlion) and other invertebrates

Leonora District High School is a Foundation to Year 12 government school located in the remote mining community of Leonora which is 840 kms north-east of Perth in Western Australia on the traditional lands of the Wankatja people. It has an enrolment …

Two-way science at Leonora: investigating the Mamutjitji (antlion) and other invertebrates | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

Achievement Standard Vietnamese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACSSU175

describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems

literacy critical-creative

Elaboration | ACSSU175 | Content Descriptions | Year 9 | Science | F-10 curriculum

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Year 4 Science

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding …

Year 4 | Science | F-10 curriculum

Report Findings: Benefits & Challenges

Many teachers commented on the unanticipated benefits for their students from their involvement in the STEM Connections project. The development of general capabilities, such as Critical and Creative Thinking, and Personal and Social Capability, was overwhelmingly …

Report Findings: Benefits & Challenges | STEM Report | STEM | Resources

Elaboration (3) ACLFWC114

discussing and explaining how land, water, sea, sky, people, plants and animals and social and ecological relationships are expressed through arts, including stories, paintings, songs, dance

Elaboration (3) | ACLFWC114 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

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