Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "pers" returned 18 result(s)
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Year 10 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 10 | English | F-10 curriculum

Achievement Standard English Year 10

Receptive modes (listening, reading and viewing) By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to …

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

ACELA1567

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

literacy writing reading Elaborations ScOT Terms

ACELA1567 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELT1814

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

critical-creative literacy speaking Elaborations ScOT Terms

ACELT1814 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELY1750

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage

critical-creative literacy writing reading Elaborations ScOT Terms

ACELY1750 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELY1754

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

critical-creative literacy writing reading Elaborations ScOT Terms

ACELY1754 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELY1756

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues

literacy information-communication critical-creative speaking Elaborations ScOT Terms

ACELY1756 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (1) ACELA1564

identifying the use of first person ‘I’, ‘we’ and second person pronouns ‘you’ to distance or involve the audience, for example in a speech made to a local cultural community

literacy

Elaboration (1) | ACELA1564 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (5) ACELA1564

creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

critical-creative literacy personal-social ethical-understanding

Elaboration (5) | ACELA1564 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (2) ACELT1639

exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

critical-creative personal-social intercultural-understanding literacy

Elaboration (2) | ACELT1639 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (2) ACELT1640

creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list

critical-creative literacy

Elaboration (2) | ACELT1640 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (1) ACELT1774

writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

literacy critical-creative

Elaboration (1) | ACELT1774 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELT1814

creating texts which draw on students’ experience of other texts and which have a personal aesthetic appeal

literacy critical-creative personal-social

Elaboration | ACELT1814 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (1) ACELT1815

using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

critical-creative literacy

Elaboration (1) | ACELT1815 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (3) ACELY1813

adapting voice effects, such as tone, volume, pitch, pauses and change of pace, for their specific effects such as putting forward a point of view or attempting to persuade an audience to a course of action

critical-creative literacy personal-social

Elaboration (3) | ACELY1813 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELY1752

skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

critical-creative literacy

Elaboration | ACELY1752 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELY1756

presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and …

literacy critical-creative

Elaboration | ACELY1756 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (2) ACELY1756

exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia

intercultural-understanding literacy critical-creative asia-australia

Elaboration (2) | ACELY1756 | Content Descriptions | Year 10 | English | F-10 curriculum

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