Elaboration (1) ACHASSI055

creating visual representations of a sequence of events or happenings (for example, the stages involved in making decisions in a familiar context, such as a planning a class activity, the sequence of seasonal changes in different climates)

Elaboration (1) | ACHASSI055 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI097

creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence …

Elaboration (1) | ACHASSI097 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Foundation Year

By the end of the Foundation year, students identify important events in their own lives. They identify how they, their families and friends know about their past and commemorate events that are important to them. Students sequence familiar events in …

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

Elaboration (4) ACLVIC181

experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation …

Elaboration (4) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 7 and 8 Indonesian

The nature of the learners Students are beginning their study of Indonesian 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 …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | 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 Modern Greek

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 Modern Greek class. They are further developing literacy capabilities in English, such as writing …

Years 3 and 4 | Years F–10 Sequence | Modern Greek | 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

Foundation to Year 2 Chinese

The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …

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

Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Structure Framework for Classical Languages

Sequences of learning To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been developed for Years 7–10. Strands, sub-strands and threads The following interrelated strands are derived from the …

Structure | Framework for Classical Languages | 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 ACELY1664

creating digital images and composing a story or information sequence on screen using images and captions

Elaboration | ACELY1664 | Content Descriptions | Year 1 | English | F-10 curriculum

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 ACELY1677

drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Elaboration | ACELY1677 | Content Descriptions | Year 3 | 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 ACMNA018

using place-value patterns beyond the teens to generalise the number sequence and predict the next number

Elaboration | ACMNA018 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum

Elaboration (1) ACMMG244

performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.

Elaboration (1) | ACMMG244 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACHASSI021

using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks

Elaboration | ACHASSI021 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI076

creating a timeline by accurately placing information about key events or people in chronological order and explaining the sequence

Elaboration | ACHASSI076 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum