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• VCEALL420

  Respond to a sequence of instructions

  Elaborations

  • identifying key words used in the instructions, for example names of classroom items, software functions or action verbs, such as ‘workbook’, ‘paste’, ‘rule’
  • understanding a small number of instructions and following them in sequence, such as ‘Open your book to a new page. Rule up the page and write the date. Then copy the heading from the board’
  • asking for clarification, for example ‘Do I rule it up like this?’

  VCEALL420 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL414

  Use appropriate sequence markers

  Elaborations

  • understanding sequence markers in spoken texts and using these to order written text or pictures
  • structuring own spoken texts, such as recounts, procedures or explanations, using a range of sequence markers, such as ‘first’, ‘finally’, ‘until’, ‘when’

  VCEALL414 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCHHC040

  Sequence significant family milestones

  Elaborations

  • identifying images of personally significant milestones
  • assisting to sequence images of major milestones into a text
  • using chronological terms to label milestones, for example first, before, after, next, one, two etc.

  VCHHC040 | The Humanities | History | Level D | Historical Concepts and Skills | Chronology

• VCMMG063

  Identify the days of the week in sequence

  Elaborations

  • using picture schedules to identify key events of a day and a week
  • using everyday language ‘sometimes’, ‘always’ and never to indicate the likelihood of an event on a day or week
  • using ‘morning routine’ to identify the days and what will occur during the day
  • communicating the days of the week

  VCMMG063 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCMNA077

  Follow a short sequence of instructions

  Elaborations

  • carrying out a specified sequence of actions to move an object from one location to another
  • playing a simple rule-based game moving a specified number of places according to the result on a die in a chance-based game

  VCMNA077 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra

• VCMNA060

  Follow a sequence of steps

  Elaborations

  • using sequence steps to complete an activity
  • representing a sequence of steps using visuals
  • identify options and following steps through everyday situations and events
  • participate in a variety of chance games and experiences

  VCMNA060 | Mathematics | Level D | Number and Algebra | Patterns and algebra

• VCDSCD022

  Sequence steps for making designed solutions

  Elaborations

  • checking that key features have been included in design plans and drawings by referring to identified criteria for success
  • using lists or storyboarding when planning and making, for example, using an electronic planting calendar
  • recording the procedure for making a product, for example, writing a list of key steps for making a recipe or writing instructions for making a container

  VCDSCD022 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Planning and managing

• VCEALL723

  Plan and sequence information for a specified text

  Elaborations

  • writing a range of texts from different curriculum areas, such as a report, review, argument
  • using a model text or template to plan the sections of a text using headings
  • grouping related information in a coherent sequence, for example a main idea followed by elaboration, or a key argument with reasons

  VCEALL723 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL229

  Sequence a small number of ideas simply

  Elaborations

  • writing or dictating simple statements in time sequence, for example ‘Get my bag’, ‘Eat lunch’
  • writing numbers to show the sequence of pictures or simple sentences

  VCEALL229 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

• VCEALL494

  Use basic time and sequence markers

  Elaborations

  • understanding simple time markers, such as ‘yesterday’, ‘later’, ‘now’
  • following instructions that include sequence markers, such as ‘first’, ‘next’, ‘last’

  VCEALL494 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL203

  Sequence words to make simple sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order

  VCEALL203 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL201

  Understand the sequence of events in a familiar text

  Elaborations

  • sequencing a short series of pictures or simple sentences to retell a familiar story

  VCEALL201 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCHHC027

  Sequence parts within a significant event

  Elaborations

  • following a picture schedule that indicates the parts of a significant event or regular routine
  • sequence images of recent event such as beginning, middle and end

  VCHHC027 | The Humanities | History | Level C | Historical Concepts and Skills | Chronology

• VCHPEM116

  Design and perform a variety of movement sequences

  Elaborations

  • composing movement sequences including balances to travel from point to point
  • performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
  • experimenting with different music genres such as Indian Bhangra music when performing creative dances
  • designing a sequence of passes between team-mates to maintain possession or move a piece of equipment from one point to another
  • designing and participating in a simple fitness circuit involving activities that require different types of movement

  VCHPEM116 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCADAD014

  Improvise and sequence dance movements to communicate moods and feelings

  Elaborations

  • dancers changing tempo and rhythm as the music changes
  • exploring and practising a range of movement types, for example light and heavy movements
  • practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
  • practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

  VCADAD014 | The Arts | Dance | Level D | Dance Practices

• VCEALL334

  Use specific time and sequence markers in speech

  Elaborations

  • using time markers to indicate specific moments in the past, present and future, such as ‘yesterday’, ‘last week’, ‘on the weekend’
  • following instructions that include sequence markers such as ‘first’, ‘then’, ‘after that’, ‘finally’

  VCEALL334 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL388

  Write simple paragraphs with a logical sequence of sentences

  Elaborations

  • grouping sentences about the same topic into a paragraph
  • organising sentences using a simple sequence, for example chronological order of events or strong to weak arguments
  • using key words to write a simple topic sentence that states the main idea of the paragraph

  VCEALL388 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL309

  Sequence ideas simply, using short sentences or statements

  Elaborations

  • writing a series of short statements in time sequence, for example ‘I eat breakfast’, ‘I go to school’, ‘I read a book’
  • grouping together short sentences about the same topic, for example ‘Frogs are green’, ‘Frogs have big eyes’, ‘They eat insects’
  • using simple pronoun references to avoid repeating the subject in consecutive sentences, for example ‘Emma came to school early. She felt very tired’ and ‘Yesterday the class went … We went …’

  VCEALL309 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Linguistic Structures and Features

• VCEALL340

  Respond to a short sequence of instructions in a familiar context

  Elaborations

  • understanding and using common classroom action verbs, such as ‘sit’, ‘collect’, ‘open’, ‘stop’
  • understanding and using simple sequence markers, such as ‘first’, ‘next’, ‘and then’
  • asking for clarification, for example ‘What next?’, ‘Is this right?’

  VCEALL340 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL516

  Sequence words to make simple, familiar sentences

  Elaborations

  • putting a jumbled sentence from a familiar text into the correct order
  • choosing the correct word to complete a simple cloze or sentence stem

  VCEALL516 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features