Search

Elaboration ACADAM003

presenting a learned sequence of movements or performing simple dances, individually or as a group, to classmates, teachers and parents

Elaboration ACAMAM058

creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event

Elaboration ACAMAM060

storyboarding and filming a short sequence showing a conflict, selecting camera angles, lighting and costume to convey meaning without dialogue

Elaboration ACTDIP029

investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures

Elaboration (6) ACPMP061

designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another

Elaboration (1) ACPMP065

creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time

Elaboration (6) ACPMP099

providing constructive feedback on their own and others' performance by using movement-analysis software to break down a skill or sequence

Elaboration (9) ACLARU030

using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً

Elaboration ACLFRU120

recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis

Elaboration ACLGEU029

recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis

Elaboration (3) ACLINC089

gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

Elaboration (7) ACLITU052

using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula

Elaboration (2) ACLITC102

reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending

Elaboration (3) ACLSPU193

using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo

Elaboration (1) ACLSPC007

reinterpreting and performing stories and songs that feature repetitive language and familiar contexts or characters, for example, by changing the sequence or creating alternative endings

Elaboration (1) ACLVIU119

sharing ideas about the purpose of different texts, such as a class timetable (to show the sequence of lessons) or a story (to describe past events)

Curriculum activity report - July to September 2017

Eight illustrations of practice that demonstrate how teachers are embedding the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority (CCP) have been published on the Australian Curriculum website. The illustrations showcase …

Curriculum activity report - July to September 2017 | Publications | Resources and publications

How can the progressions be used?

The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development. Learning area content and achievement standards continue to be the focus …

How can the progressions be used? | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (7) ACLASFC042

describing the shape and sequence of a shared story or skit, identifying elements such as setting the scene, climax and resolution

Elaboration ACLASFC113

describing home and school routines in the correct sequence, for example, weekend activities or their school timetable

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements