Elaboration ACELY1671
learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
Elaboration | ACELY1671 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (4) ACELA1523
knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as …
Elaboration (4) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELY1715
editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
Elaboration | ACELY1715 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACAMAM058
creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event
Elaboration | ACAMAM058 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum
ACLCHC199
Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects [Key concepts: sequence, story; Key processes: adapting, creating]
Elaborations ScOT Terms
ACLCHC199 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACELY1661
learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
Elaboration (2) | ACELY1661 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (2) ACHASSI155
developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)
Elaboration (2) | ACHASSI155 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACTDEP009
Sequence steps for making designed solutions and working collaboratively
Elaborations ScOT Terms
ACTDEP009 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
ACELY1677
Plan and deliver short presentations, providing some key details in logical sequence
Elaborations ScOT Terms
ACELY1677 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (2) ACMNA058
recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese
Elaboration (2) | ACMNA058 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Elaboration (8) ACELY1650
drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical
Elaboration (8) | ACELY1650 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACLITU017
Recognise that Italian and English borrow words from each other
Elaborations ScOT Terms
ACLITU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLINU030
Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world[Key concepts: action, sequence; Key processes: describing, relating, predicting]
Elaborations ScOT Terms
ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACMNA133
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
Elaborations ScOT Terms
ACMNA133 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration ACHASSK029
predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …
Elaboration | ACHASSK029 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACTDIP029
investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
Elaboration | ACTDIP029 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
ACLCHC153
Reflect on the benefits of learning Chinese and English in both Chinese and English interactions[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]
Elaborations ScOT Terms
ACLCHC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACELA1563
investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
Elaboration | ACELA1563 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration ACHASSI125
locating key events, ideas, movements and lives in a chronological sequence on timelines and flowcharts
Elaboration | ACHASSI125 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLCHC038
Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support[Key concepts: character, narrative, sequence; Key processes: connecting, expressing, respondi …
Elaborations ScOT Terms
ACLCHC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum