Elaboration (3) ACELA1457
substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’
Elaboration (3) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (1) ACELA1455
using morphemes to read words, for example by recognising the base word in words such as ‘walk-ed’
Elaboration (1) | ACELA1455 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration ACELA1471
using knowledge of known words to spell unknown words, for example using the word ‘thumb’ to spell the word ‘crumb’
Elaboration | ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (1) ACELA1471
exploring compound words by discussing the meaningful parts, for example the spelling and meaning of ‘homemade’ is informed by two smaller words ‘home’ and ‘made’
Elaboration (1) | ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (2) ACELY1688
choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
Elaboration (2) | ACELY1688 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (1) ACELA1500
exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures
Elaboration (1) | ACELA1500 | 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
Elaboration | ACELA1549 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (3) ACLJAU017
identifying words that have similar meanings and pronunciation across different languages, and reflecting on the possible origins of such words and their associated cultures
Elaboration (3) | ACLJAU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOU129
identifying Korean words in spoken and written texts where Korean is used alongside words from other languages
Elaboration (1) | ACLKOU129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (5) ACLKOU013
using some honorific words and suffixes (for example, 드세요, 선생님, 일어나세요) and humble words (저/제) as part of formulaic expressions
Elaboration (5) | ACLKOU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOU017
identifying words which have similar meanings and pronunciation across different languages, reflecting on the possible origins of such words and their associated cultures
Elaboration (3) | ACLKOU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLSPU160
identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
Elaboration (2) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Word bingo – AT
Students learnt various sight words in Vietnamese and reviewed the spelling and pronunciation of these words. Students participated in various activities to reinforce their learning and understanding. In this task, students read high-frequency words …
Word bingo – AT | Samples | Work samples | Resources
ACLCHU010
Reproduce the four tones and recognise how they can change the meaning of words
Elaborations ScOT Terms
ACLCHU010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU123
Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words
Elaborations ScOT Terms
ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU154
Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude
Elaborations ScOT Terms
ACLCHU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLITU017
Recognise that Italian and English borrow words from each other
Elaborations ScOT Terms
ACLITU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Text knowledge - Use knowledge of text cohesion Literacy Text knowledge Level 3
use knowledge of how texts are made cohesive through linking words and phrases, for example ‘so’, ‘therefore’, ‘then’, ‘in addition’, and the correct use of pronouns to comprehend and compose texts
Text knowledge - Use knowledge of text cohesion | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Career education: linking learning with local industry
This illustration of practice highlights how Crystal Brook Primary School and Gladstone High School designed a career education program that provided students with the opportunity to develop general capabilities. The schools worked in partnership as they …
Career education: linking learning with local industry | Illustrations of practice | General capabilities and career education | Resources
Elaboration (8) ACLFWU014
using morphemes and syllabification to break up simple words and using visual memory to write more complex or less familiar words
Elaboration (8) | ACLFWU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum