ACELA1494

Investigate how quoted (direct) and reported (indirect) speech work in different types of text

Elaborations ScOT Terms

ACELA1494 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1495

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

Elaborations ScOT Terms

ACELA1495 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELY1705

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features

Elaborations ScOT Terms

ACELY1705 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELY1711

Analyse how text structures and language features work together to meet the purpose of a text

Elaborations ScOT Terms

ACELY1711 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELY1715

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices

Elaborations ScOT Terms

ACELY1715 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELA1433

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

Elaborations ScOT Terms

ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum

Year 2 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 2 | English | F-10 curriculum

Year 3 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 3 | English | F-10 curriculum

Year 4 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 4 | English | F-10 curriculum

Elaboration (2) ACELY1649

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

Elaboration (2) | ACELY1649 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1525

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

Elaboration | ACELA1525 | Content Descriptions | Year 6 | English | F-10 curriculum

Key ideas English

Texts Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, …

Key ideas | 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 9

Receptive modes (listening, reading and viewing) By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of …

Achievement Standard | Achievement Standards | Year 9 | English | F-10 curriculum

Elaboration (1) ACELY1662

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

Elaboration (1) | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration ACELY1672

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

Elaboration | ACELY1672 | Content Descriptions | Year 2 | 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

Elaboration | 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

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