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Elaboration (1) ACELY1675

recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others

Elaboration (2) ACELY1675

speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)

Elaboration ACELY1676

participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views

Elaboration ACELY1792

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

Elaboration (1) ACELY1792

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

Elaboration (2) ACELY1792

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

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 (4) ACELY1792

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

Elaboration (5) ACELY1792

experimenting with voice effects in formal presentations such as tone, volume and pace

Elaboration ACELY1677

drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Elaboration ACELY1678

identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented

Elaboration ACELY1679

combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning

Elaboration (1) ACELY1679

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

Elaboration (2) ACELY1679

reading text types from a student’s culture to enhance confidence in building reading strategies

Elaboration (3) ACELY1679

reading aloud with fluency and intonation

Elaboration (4) ACELY1679

reading a wider range of texts, including chapter books and informative texts, for pleasure

Elaboration ACELY1680

making connections between the text and students own experience and other texts

Elaboration (1) ACELY1680

making connections between the information in print and images

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 (3) ACELY1680

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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities