Search

Elaboration ACELT1600

identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems

Elaboration (1) ACELA1477

distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)

Elaboration (3) ACELY1792

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

Elaboration (1) ACELY1679

analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics

Elaboration (1) ACELY1680

making connections between the information in print and images

Elaboration (3) ACELY1680

using text features and search tools to locate information in written and digital texts efficiently

Elaboration (5) ACELY1680

making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

Elaboration (2) ACELY1682

using appropriate simple, compound and complex sentences to express and combine ideas

Elaboration ACELT1594

reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities

Elaboration ACELT1596

discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text

Elaboration (2) ACELY1680

making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

Elaboration ACELA1481

knowing that a clause is basically a group of words that contains a verb

Elaboration (1) ACELA1481

knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances

Elaboration (4) ACELA1482

learning how time is represented through the tense of a verb, for example 'She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’

Elaboration (1) ACELA1483

observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

Elaboration ACELA1827

exploring generalisations for adding a suffix to a base word to form a plural or past tense, for example to make a word plural when it ends in ‘ss’, ‘sh’, ‘ch’ or ‘z’, add ‘es’

Elaboration ACELT1599

identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow

Elaboration (1) ACELT1599

discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

Elaboration (1) ACELT1600

exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities