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Elaboration ACLSPU030

recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió

Elaboration (4) ACLTUU029

understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?

Elaboration (1) ACLASFU052

creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time

Elaboration (1) ACLASFU178

creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time

Elaboration (4) ACLCHC036

selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

Elaboration (3) ACLCHC197

selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression

Elaboration ACLFWC009

creating bilingual/multilingual word lists, wall charts, picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks

Elaboration ACLFWC030

translating a range of familiar texts, for example, information from the health clinic, songs, reports, recounts, using visual and print dictionaries, word lists and pictures

Elaboration (7) ACLFWC133

locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks

Elaboration ACLFWC137

using classroom resources such as word banks/lists, wall charts, visual dictionaries, and pictures to translate the meaning of single words and common expressions

Elaboration (3) ACLFWC155

reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps

Elaboration ACLFWC074

using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration ACLVIU029

applying Vietnamese phonic and spelling knowledge to pronounce and infer spelling of unfamiliar words, for example, words containing consonant clusters kh, ng, ngh, nh, diphthongs and triphthongs such as ôi, ơi, oe, oai, ươi, ương, uyên, or new words …

Years 5 and 6 Arabic

The nature of the learners At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are …

Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 Japanese

The nature of the learners Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated culture. Many will have learnt an additional language in primary school, while some have proficiency …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Korean

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 7 and 8 Spanish

The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (6) ACLCLU041

recognising connections between spelling of Latin and English words and applying understanding to improve own spelling in English, for example, first conjugation verb such as portat – English ‘portable’, compared with fourth conjugation verb audit – …

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

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