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Elaboration (3) ACELY1811

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

Elaboration (3) ACELY1742

identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper

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

Elaboration (1) ACELT1639

imaginatively adapting texts from an earlier time or different social context for a new audience

Elaboration ACELT1815

creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language devices such as evaluative …

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

Elaboration ACELY1757

reflecting on, critiquing and refining students’ own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation

Elaboration ACELY1776

designing a webpage that combines navigation, text, sound and moving and still images for a specific audience

Elaboration ACSIS133

presenting the outcomes of research using effective forms of representation of data or ideas and scientific language that is appropriate for the target audience

Elaboration (1) ACSIS148

selecting and using appropriate language and representations to communicate science ideas within a specified text type and for a specified audience

Elaboration ACHASSI163

communicating findings, predictions, opinions, decisions, judgements and conclusions, using text types (for example, reports, persuasive essays, reasoned arguments, explanations) selected to suit the purpose and the intended audience

Elaboration (1) ACHCS059

using digital technologies and graphic displays for a specific audience, purpose and context (for example, to argue the case for a constitutional change)

Elaboration ACHCS070

examining language choices in a range of texts to identify purpose, audience and reliability (for example, those used by candidates in an election campaign or by a lobby group)

Elaboration (1) ACHCS088

using digital technologies to present an evidence-based argument for persuading an audience to a point of view

Elaboration (1) ACHCS101

using a range of relevant evidence to persuade an audience to a point of view about how to sustain a resilient democracy

Elaboration (1) ACHES037

developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)

Elaboration (1) ACHES044

using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)

Elaboration (1) ACHES048

developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)

Elaboration (2) ACHES060

developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities