Using measurement - operate with clocks, calendars and timetables Numeracy Using measurement Level 2

read digital and analogue clocks to the half and quarter hour, sequence events by months and seasons and identify a date on a calendar

Using measurement - operate with clocks, calendars and timetables | Level 2 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum

Unit 2 Essential English

Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts. By analysing text structures and language features and identifying the ideas, arguments and values expressed, students make inferences about the purposes and the intended …

Unit 2 | Essential English | English | Senior secondary curriculum

PDF documents HASS

Resources and support materials for the Australian Curriculum: Humanities and Social Sciences F-6/7 are available as PDF documents. F-6/7 HASS - Combined Sequence of Content F-6/7 HASS - Combined Sequence of Achievement F-6/7 History - Sequence of Achievement F-6/7 …

PDF documents | HASS | Humanities and Social Sciences | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; …

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

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

Elaboration ACELY1685

using features of relevant technologies to plan, sequence, compose and edit multimodal texts

Elaboration | ACELY1685 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACMNA289

understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.

Elaboration (1) | ACMNA289 | Content Descriptions | Foundation Year | Mathematics | 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

Elaboration (1) ACAMAM063

designing and creating an animated sequence that personifies inanimate objects and creates smooth action

Elaboration (1) | ACAMAM063 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACAMAM063

editing a chase sequence, adding music to heighten the action and tension

Elaboration (3) | ACAMAM063 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACAMUM093

experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances

Elaboration (3) | ACAMUM093 | Content Descriptions | Years 7 and 8 | Music | The Arts | F-10 curriculum

Elaboration (2) ACTDIP004

presenting a sequence of instructions or events in a series of slides or screens with text and pictures

Elaboration (2) | ACTDIP004 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (4) ACPMP080

composing and performing a group dance sequence in response to a piece of music or other stimuli

Elaboration (4) | ACPMP080 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (3) ACLHIC024

demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline

Elaboration (3) | ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

How were the progressions developed?

The Australian Curriculum, Assessment and Reporting Authority (ACARA), in partnership with NSW Department of Education, led the development of national collaborative action to develop the progressions from mid-2016 to the end of 2017. During 2016, version …

How were the progressions developed? | National Literacy and Numeracy Learning Progressions | Resources

Elaboration ACAMAM069

selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style

Elaboration | ACAMAM069 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Elaboration (2) ACLJAC112

demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions

Elaboration (2) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC168

reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience

Elaboration (2) | ACLJAC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLASFC221

describing in the correct sequence home and school routines such as weekend activities or their school timetable

Elaboration | ACLASFC221 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Student diversity

ACARA is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Australian students. All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum: …

Student diversity | Languages | F-10 curriculum