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Elaboration (3) ACLSPU197

considering the development of Spanglish in communities of Spanish speakers and developing awareness of current debates and discussions around such hybrid forms of languages

Elaboration (2) ACLSPC150

adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending

Elaboration (2) ACLSPU158

identifying the purpose, context and intended audience of a range of familiar text types such as phone messages, sports reports or takeaway food orders

Elaboration (3) ACLSPU174

experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range

Elaboration (2) ACLSPC026

evaluating the effectiveness of electronic translators, for example, by doing a back translation of a well-known text

experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue

Elaboration ACLSPC170

comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version

Elaboration (1) ACLSPC184

distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text

Elaboration (2) ACLSPU014

analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose

Elaboration (2) ACLSPC022

identifying perspectives and context in texts such as articles and reports by distinguishing between facts and opinion, for example, by identifying the author, intended audience and purpose of a text

Elaboration ACLSPU032

comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant

Elaboration (4) ACLSPU176

understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

Elaboration (1) ACLSPU177

identifying and comparing features of spoken and written language (such as gestures, greetings and facial expressions; or headings, text structure and grammatical choices) that reflect the purpose for which they are used, and discussing how silence can …

Elaboration (4) ACLSPU194

comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose

Elaboration (4) ACLSPU195

recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish …

Elaboration ACLSPU014

comparing English and Spanish versions of familiar types of texts, noting similarities and differences in language features and text structure, for example, ways of opening and closing formal or personal letters

Elaboration ACLSPC025

reinterpreting familiar stories or fictional characters, referencing cultural characteristics while creating new situations or different effects, for example, incorporating alternative text into popular cartoons such as Mafalda

Elaboration (2) ACLSPU032

understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

Elaboration (2) ACLSPU033

recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy; and the use of slang, specialised or inclusive language to …

Elaboration (1) ACLSPC119

identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …

Curriculum Types

Curriculum Elements Types