Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "scope and sequence for english" returned 2070 result(s)
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ACLITC102

Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages[Key concepts: moral/message, sequence, performance, identity, imagination, character; Key processes: …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLARC004

Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways[Key concepts: information, text; Key processes: …

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Year 7 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 7 | English | F-10 curriculum

Year 8 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 8 | English | F-10 curriculum

Year 9 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 9 | English | F-10 curriculum

Year 10 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 10 | English | F-10 curriculum

HASS Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

HASS Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse …

HASS Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe …

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

Achievement Standard History Year 9

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements about their importance. …

Achievement Standard | Achievement Standards | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 10

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their …

Achievement Standard | Achievement Standards | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

Years 3 and 4 Hindi

The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLASFC008

identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet

Elaboration (1) | ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (7) ACLASFU014

noticing that Auslan has more flexibility in word order than English

Elaboration (7) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC044

conducting sight translations of simple English texts such as short news articles

Elaboration (2) | ACLASFC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC062

translating simple filmed texts in Auslan into transcribed written English captions

Elaboration (5) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (14) ACLASFC062

developing a written English glossary of terminology in relation to sign language translation and interpreting

Elaboration (14) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC098

identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet

Elaboration (1) | ACLASFC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC116

creating basic translations of song lyrics or simple poems from English to Auslan

Elaboration (4) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC134

identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet

Elaboration (1) | ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

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