Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "pers" returned 11 result(s)
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ACELA1508

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1508 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELA1502

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

literacy personal-social ethical-understanding writing listening speaking reading Elaborations ScOT Terms

ACELA1502 | 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

information-communication literacy critical-creative reading Elaborations ScOT Terms

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

ACELY1701

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

literacy critical-creative writing listening speaking reading Elaborations ScOT Terms

ACELY1701 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELT1611

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

literacy critical-creative writing listening speaking reading Elaborations ScOT Terms

ACELT1611 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (2) ACELY1796

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

literacy critical-creative

Elaboration (2) | ACELY1796 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACELT1610

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

personal-social literacy critical-creative

Elaboration | ACELT1610 | Content Descriptions | Year 5 | 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

critical-creative literacy

Elaboration (3) | ACELY1702 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (2) ACELT1610

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation …

critical-creative literacy intercultural-understanding aboriginal-torres sustainability

Elaboration (2) | ACELT1610 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACELY1698

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

literacy personal-social critical-creative

Elaboration | ACELY1698 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACELT1798

drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal …

information-communication literacy critical-creative

Elaboration | ACELT1798 | Content Descriptions | Year 5 | English | F-10 curriculum

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