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 Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLARC111

Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family[Key concepts: representation, equivalence; Key processes: naming, labelling, displaying]

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

ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC127

Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence[Key concepts: meaning, translation; Key processes: moving between languages, comparing]

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

ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC129

Reflect on their experiences as Arabic background speakers when interacting in English and Arabic, observing differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]

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

ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC130

Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts[Key concepts: communication, identity; Key processes: reflecting, adjusting]

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

ACLARC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC146

Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages[Key concepts: biculturality, meaning, context, belonging; Key processes: comparing, explaining]

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

ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC163

Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives[Key concepts: communication, cultural perspectives; Key processes: reflecting, discussing, …

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

ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFC009

Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words[Key concepts: code, translation; Key processes: labelling, creating, captioning]

literacy information-communication Elaborations ScOT Terms

ACLASFC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC081

Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: expression, bilingualism; Key processes: recording, creating, captioning]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLASFC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC134

Translate words used in everyday contexts from Auslan into English and vice versa[Key concepts: similarity, difference, meaning; Key processes: recognising, comparing, identifying, translating, explaining]

literacy Elaborations ScOT Terms

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

ACLASFC135

Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words[Key concepts: meaning, code, bilingualism; Key processes: labelling, creating]

literacy information-communication Elaborations ScOT Terms

ACLASFC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC007

Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English[Key concepts: similarity, difference; Key processes: translating, connecting, interpreting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC039

Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC071

Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC119

Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts[Key concept: belonging; Key processes: translating, moving between]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC120

Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English[Key concepts: bilingualism, vocabulary; Key processes: translating, interpreting]

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

ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC135

Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]

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

ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC151

Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]

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

ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC186

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]

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

ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC216

Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot[Key concept: equivalence; Key processes: comparing, translating, explaining]

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

ACLCHC216 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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