Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "spelling lists" returned 47 result(s)
Sort by Relevance | Title | Type |

Elaboration (3) ACELA1513

applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’

literacy

Elaboration (3) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACELA1549

understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

literacy

Elaboration | ACELA1549 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELY1661

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

information-communication literacy critical-creative writing Elaborations ScOT Terms

ACELY1661 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1779

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words

literacy writing reading Elaborations ScOT Terms

ACELA1779 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1526

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words

literacy writing reading Elaborations ScOT Terms

ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘sometimes’, ‘something’ and ‘anything’

critical-creative literacy

Elaboration | ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (1) ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’

literacy critical-creative

Elaboration (1) | ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELY1683

using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

literacy information-communication critical-creative

Elaboration | ACELY1683 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELA1513

using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’

literacy

Elaboration (1) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (1) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘vacuum’, ‘yacht’, ‘ratio’ and ‘synthesis’

literacy

Elaboration (1) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

literacy critical-creative

Elaboration | ACELA1431 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1485

using sound and visual spelling strategies to explore less common letter patterns after a short vowel, for example words that end in ‘dge’ such as ‘badge’, ‘edge’, ‘fridge’, ‘dodge’ and ‘smudge’

literacy

Elaboration | ACELA1485 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (3) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …

literacy

Elaboration (3) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (1) ACELA1528

investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

critical-creative literacy

Elaboration (1) | ACELA1528 | Content Descriptions | Year 7 | English | F-10 curriculum

Elaboration (2) ACELA1563

understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

literacy

Elaboration (2) | ACELA1563 | Content Descriptions | Year 10 | English | F-10 curriculum

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

Achievement Standard English Year 4

Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest …

Achievement Standard | Achievement Standards | Year 4 | English | F-10 curriculum

Achievement Standard English Year 5

Receptive modes (listening, reading and viewing) By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings …

Achievement Standard | Achievement Standards | Year 5 | English | F-10 curriculum

Achievement Standard English Year 6

Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors …

Achievement Standard | Achievement Standards | Year 6 | English | F-10 curriculum

Achievement Standard English Year 7

Receptive modes (listening, reading and viewing) By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice …

Achievement Standard | Achievement Standards | Year 7 | English | F-10 curriculum

Sort by Relevance | Title | Type |