Your search for "Water is an important resource that cycles through the environment" returned 64 result(s)
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Science - Foundation Year

Living things have basic needs, including food and water (ACSSU002) Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Science - Foundation Year | Human-nature relationships | Dimensions | Curriculum connections | Resources

Geography - Foundation Year

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Geography - Foundation Year | Health and wellbeing | Dimensions | Curriculum connections | Resources

Science - Foundation Year

Biological sciences Living things have basic needs, including food and water (ACSSU002)

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

F-6/7 Humanities and Social Sciences - Foundation Year

F-6/7 HASS (Geography sub-strand) The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) The reasons why some places are special to people, and how they can be looked after (ACHASSK017) Interpret …

F-6/7 Humanities and Social Sciences - Foundation Year | Human-nature relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Foundation Year

F-6/7 HASS (Geography sub-strand) Foundation The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016) The reasons why some places …

F-6/7 Humanities and Social Sciences - Foundation Year | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Sustainability - Foundation Year

All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

Sustainability - Foundation Year | Health and wellbeing | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Foundation Year

Questioning Pose questions about past and present objects, people, places and events (ACHASSI001) Researching Collect data and information from observations and identify information and data from sources provided (ACHASSI002) Evaluating and reflecting Reflect …

F-6/7 Humanities and Social Sciences - Foundation Year | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Consider consequences identify links between emotions and behaviours Examine values identify values that are important to them Explore rights and responsibilities share examples of rights and responsibilities …

Ethical Understanding - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Skills and knowledge | Dimensions | Curriculum connections | Resources

Health and Physical Education - Foundation Year

Identify personal strengths (ACPPS001) Identify and describe emotional responses people may experience in different situations (ACPS005) Identify actions that promote health, safety and wellbeing (ACPPS006) Participate in play that promotes engagement …

Health and Physical Education - Foundation Year | Health and wellbeing | Dimensions | Curriculum connections | Resources

Health and Physical Education - Foundation Year

Identify people and demonstrate protective behaviours and other actions that help keep them safe and healthy (ACPPS003) Practise personal and social skills to interact positively with others (ACPPS004) Identify actions that promote health, safety and …

Health and Physical Education - Foundation Year | Skills and knowledge | Dimensions | Curriculum connections | Resources

HASS - Satisfactory - Foundation

This portfolio of student work shows that the student can identify important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes the features of familiar places (WS1, …

HASS - Satisfactory - Foundation | Portfolios | Work samples | Resources

HASS - Above satisfactory - Foundation

This portfolio of student work shows that the student can identify a number of important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes, with examples, the features …

HASS - Above satisfactory - Foundation | Portfolios | Work samples | Resources

My special place – AT

Students produced a drawing of an important place in their lives. The teacher then interviewed the students regarding the reasons why the places depicted were important. The explanations were transcribed by the teacher. The drawings and explanations formed …

My special place – AT | Samples | Work samples | Resources

My special place – ABOVE

Students produced a drawing of an important place in their lives. The teacher then interviewed the students regarding the reasons why the places depicted were important. The explanations were transcribed by the teacher. The drawings and explanations formed …

My special place – ABOVE | Samples | Work samples | Resources

Demonstration: Shadow dodge - BELOW

The class was exposed to and practised a range of fundamental movement skills through a variety of games. The teacher projected a film of moving objects on a wall. The students were asked to demonstrate running, walking, dodging/ducking and jumping in …

Demonstration: Shadow dodge - BELOW | Samples | Work samples | Resources

Verbal response: Body responses to physical activity - BELOW

During the term, students had discussions about how the body responds to physical activity. As part of their learning, students used stethoscopes and apps to monitor heart rates. Students were asked to provide a response to teacher-generated questions …

Verbal response: Body responses to physical activity - BELOW | Samples | Work samples | Resources

Demonstration: Rolling rally - BELOW

In Term 4, Foundation students participated in a ball control unit utilising a variety of ball types and ball sizes. Students were asked to design a court space with boundaries, including a line to divide the area in two. Students were then required to …

Demonstration: Rolling rally - BELOW | Samples | Work samples | Resources

Demonstration: Shadow dodge - ABOVE

The class was exposed to and practised a range of fundamental movement skills through a variety of games. The teacher projected a film of moving objects on a wall. The students were asked to demonstrate running, walking, dodging/ducking and jumping in …

Demonstration: Shadow dodge - ABOVE | Samples | Work samples | Resources

Demonstration: Shadow dodge - AT

The class was exposed to and practised a range of fundamental movement skills through a variety of games. The teacher projected a film of moving objects on a wall. The students were asked to demonstrate running, walking, dodging/ducking and jumping in …

Demonstration: Shadow dodge - AT | Samples | Work samples | Resources

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