Elaboration ACELA1557
identifying and analysing aspects of rhetoric in speeches drawn from contemporary and earlier contexts and students creating speeches of their own
Elaboration | ACELA1557 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (3) ACHASSI098
analysing texts relating to a school, club or government election (for example, speeches, advertisements, campaign materials, symbols, how to vote cards, result records) to determine who created them and their purpose
Elaboration (3) | ACHASSI098 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACELY1746
creating informative and argumentative texts with explanations, details and evidence
Elaboration (2) | ACELY1746 | Content Descriptions | Year 9 | English | F-10 curriculum
ACELY1648
Identify some differences between imaginative and informative texts
Elaborations ScOT Terms
ACELY1648 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACLTUC092
Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres[Key concepts: humour, suspense, character, dramatisation; Key processes: composing, creating, performing; Key text types: …
Elaborations ScOT Terms
ACLTUC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACELA1786
Explore the different contribution of words and images to meaning in stories and informative texts
Elaborations ScOT Terms
ACELA1786 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (1) ACELY1666
listening for specific information and providing two or more key facts from an informative text spoken or read aloud
Elaboration (1) | ACELY1666 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACELY1714
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
Elaboration | ACELY1714 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELY1678
Identify the audience and purpose of imaginative, informative and persuasive texts
Elaborations ScOT Terms
ACELY1678 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (3) ACELY1650
relating one or two key facts from informative texts
Elaboration (3) | ACELY1650 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACLINU099
Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning[Key concept: genre; Key process: analysing]
Elaborations ScOT Terms
ACLINU099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
ACLKOU015
Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning[Key concepts: genre, audience, structure; Key processes: identifying, sequencing, …
Elaborations ScOT Terms
ACLKOU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
ACLSPU176
Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages[Key concepts: register, comparison; Key process: analysing]
Elaborations ScOT Terms
ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLGEU167
Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements[Key concepts: structure, conventions, purpose; Key processes: analysing, applying, d …
Elaborations ScOT Terms
ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACELY1669
using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
Elaboration (1) | ACELY1669 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (3) ACELY1702
reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
Elaboration (3) | ACELY1702 | Content Descriptions | Year 5 | English | F-10 curriculum
ACLCHC231
Plan, rehearse and deliver presentations of classical Chinese literature and famous speeches and discuss how cultural values can be transferred[Key concepts: 古文, entertainment values; Key processes: planning, rehearsing, delivering, transferring]
Elaborations ScOT Terms
ACLCHC231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACELY1725
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
Elaborations ScOT Terms
ACELY1725 | Content Descriptions | Year 7 | English | F-10 curriculum
ACELY1658
Describe some differences between imaginative informative and persuasive texts
Elaborations ScOT Terms
ACELY1658 | Content Descriptions | Year 1 | English | F-10 curriculum
ACLGEU150
Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced[Key concepts: context, audience, functionality; …
Elaborations ScOT Terms
ACLGEU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum