Elaboration ACLARU133

noticing differences between different types of texts in Arabic, for example, comparing a verbal recount of a well-known fable with the written text, or a text message with a phone call, an email with letter

Elaboration | ACLARU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU167

analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented

Elaboration (1) | ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLFRU068

identifying elements of different types of text (for example, le courriel, la météo, les slogans), and explaining the relationship between the language and structure used and the purpose of the text

Elaboration | ACLFRU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLHIU050

considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients …

Elaboration (3) | ACLHIU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLHIU122

composing and comparing examples of familiar texts such as emails, songs, slogans or public signs, noticing how choice of language and text structure positions the reader and indicates the text’s purpose

Elaboration (3) | ACLHIU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLJAU195

comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

Elaboration (4) | ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLKOU187

identifying linguistic/textual features used in different types of text, for example, different degrees of formality and flexibility expressed in conversations, speeches, letters, emails and electronic text messages

Elaboration | ACLKOU187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLVIU153

identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use …

Elaboration | ACLVIU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC007

interpreting the actions and behaviours of characters in multimedia texts such as cartoons, video clips or films (without listening to the original scripted dialogue) to imagine the text content and participants’ relationships and create conversations …

Elaboration (2) | ACLVIC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLASFC098

participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of …

Elaboration (2) | ACLASFC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU231

examining different examples of an Auslan text on the same topic, or telling the same story, and identifying different choices signers made in the production of the text, for example the amount of fingerspelling or CA they used

Elaboration (2) | ACLASFU231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHU045

exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters

Elaboration (2) | ACLCHU045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC104

preparing a voiceover text for a video presentation on the Chinese language program or the school environment, discussing possible interpretations of the text from the viewers’ perspective and adjusting anything that is unclear before voice recording

Elaboration (4) | ACLCHC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU125

developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing …

Elaboration | ACLCHU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACELY1680

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Elaborations ScOT Terms

ACELY1680 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELY1691

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing

Elaborations ScOT Terms

ACELY1691 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELY1697

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Elaborations ScOT Terms

ACELY1697 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELY1702

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

Elaborations ScOT Terms

ACELY1702 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELY1704

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Elaborations ScOT Terms

ACELY1704 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELY1707

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Elaborations ScOT Terms

ACELY1707 | Content Descriptions | Year 5 | English | F-10 curriculum