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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Achievement Standard Spanish Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …

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

Years 3 and 4 German

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in …

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

Years 5 and 6 Indonesian

The nature of the learners Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, …

Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Foundation to Year 2 Italian

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 7 and 8 Italian

The nature of the learners Students are beginning their study of Italian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

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

Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

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

Years 3 and 4 Spanish

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing …

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

ACLCHU122

Recognise the four tones and their function in Chinese, and compare consonant and vowel sounds in Chinese and English

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

ACLCHU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLINU016

Develop awareness that Indonesian and English borrow from each other.[Key concept: borrowing; Key process: observing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLINU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLITU019

Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

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

ACLITU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITU075

Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITU075 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACDSEH048

Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion

intercultural-understanding ethical-understanding critical-creative Elaborations ScOT Terms

ACDSEH048 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACTDIP029

Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors

literacy critical-creative numeracy information-communication Elaborations ScOT Terms

ACTDIP029 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

ACTDIP040

Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

literacy information-communication critical-creative numeracy Elaborations ScOT Terms

ACTDIP040 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (3) ACLASFU052

looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings

Elaboration (3) | ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU088

considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to the 1990s) and cultural attitudes towards Signed English

Elaboration (5) | ACLASFU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU178

looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings

Elaboration (3) | ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU214

considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to 1990s) and cultural attitudes towards Signed English

Elaboration (5) | ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU232

looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings

Elaboration (6) | ACLASFU232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU243

considering the role of English in the world of Chinese advertising and how English words and expressions are embedded into Chinese speech to market products to Chinese speakers, within China and globally.

Elaboration (1) | ACLCHU243 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

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