Search

Elaboration (1) ACELY1666

listening for specific information and providing two or more key facts from an informative text spoken or read aloud

Elaboration ACELY1667

adjusting presentation for different audiences

Elaboration (3) ACELY1670

making valid inferences using information in a text and students’ own prior knowledge

Elaboration ACELA1780

using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’

Elaboration ACELY1687

making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

Elaboration ACELA1506

learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’

learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ …

Elaboration ACELA1508

learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

Elaboration ACELA1511

interpreting narrative texts told as wordless picture books

Elaboration ACELA1514

Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’

Elaboration ACELA1523

knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')

Elaboration (1) ACELA1523

knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …

Elaboration (2) ACELA1523

knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')

Elaboration (3) ACELA1523

knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) …

Elaboration (4) ACELA1523

knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as …

Elaboration ACELA1525

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

Elaboration (2) ACELY1709

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

Elaboration (3) ACELY1712

identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

Elaboration (1) ACELA1528

investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

Elaboration (1) ACELA1764

comparing how different advertisements use visual elements to advertise the same product

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities