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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

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …

Achievement Standard Vietnamese Years 7 and 8

By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …

Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages

It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …

Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | Languages | F-10 curriculum

ACELA1540

Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return

Elaborations ScOT Terms

ACELA1540 | Content Descriptions | Year 8 | English | F-10 curriculum

Literacy learning area advice

The learning area advice resources can assist teachers in providing an illustration of how the progressions may be used in learning areas, other than Mathematics and English, to support students’ literacy and numeracy development. They provide authentic …

Literacy learning area advice | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Representation of General capabilities English as an Additional Language or Dialect

General capabilities covered in EAL/D include: Literacy, Numeracy, Information and communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding and Intercultural understanding. Literacy Literacy …

Representation of General capabilities | English as an Additional Language or Dialect | English | Senior secondary curriculum

Curriculum Types

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements