Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "Literacy scope and sequence" returned 166 result(s)
Sort by Relevance | Title | Type |
... ...

Elaboration (5) ACLVIU153

understanding how to create textual cohesion by using elements such as adverbs of sequence for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas

Elaboration (5) | ACLVIU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACELT1794

collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

literacy information-communication personal-social critical-creative

Elaboration | ACELT1794 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration ACMNA001

reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures

literacy critical-creative intercultural-understanding

Elaboration | ACMNA001 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

Elaboration (1) ACMNA001

identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built

numeracy literacy critical-creative

Elaboration (1) | ACMNA001 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

Elaboration ACMMG272

performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next

critical-creative numeracy literacy

Elaboration | ACMMG272 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum

Elaboration (2) ACHASSI027

using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)

literacy critical-creative

Elaboration (2) | ACHASSI027 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACAMAM059

experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork

literacy critical-creative

Elaboration (1) | ACAMAM059 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum

Elaboration ACAMAM063

creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood

literacy information-communication numeracy critical-creative personal-social

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

Elaboration ACAMAM064

designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack

critical-creative numeracy

Elaboration | ACAMAM064 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACTDIP004

recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered

literacy numeracy critical-creative

Elaboration (3) | ACTDIP004 | Content Descriptions | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIP010

describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make

critical-creative literacy information-communication numeracy

Elaboration (1) | ACTDIP010 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (4) ACTDIP010

defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer

information-communication numeracy critical-creative literacy

Elaboration (4) | ACTDIP010 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDIP013

organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school

information-communication literacy critical-creative

Elaboration (2) | ACTDIP013 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (3) ACLGEC004

gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events

Elaboration (3) | ACLGEC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLITU034

recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative

Elaboration (1) | ACLITU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLKOC004

gathering information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable to show a sequence of activities

Elaboration (3) | ACLKOC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLCHC036

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning

Elaboration (2) | ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU075

describing orthographic features of new characters encountered, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning

Elaboration (1) | ACLCHU075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC084

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning

Elaboration (3) | ACLCHC084 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC086

creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts

Elaboration | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
... ...