Elaboration (3) ACLMGU012
using the Greek alphabet for spelling out names and other words
Elaboration (3) | ACLMGU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACLVIU029
understanding and applying Vietnamese spelling and pronunciation with increasing accuracy in own speech and writing
Elaboration (1) | ACLVIU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLFWU058
editing their own texts for word-choice, spelling, grammar and punctuation
Elaboration (2) | ACLFWU058 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLFWU058
recognising phonological affinity in related languages that use differing spelling systems
Elaboration (8) | ACLFWU058 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWU163
paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language
Elaboration (4) | ACLFWU163 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU099
paying attention to consistency in target language spelling with reference to the sound system of the language
Elaboration (3) | ACLFWU099 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (8) ACLARU029
using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression
Elaboration (8) | ACLARU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (9) ACLCLU011
recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
Elaboration (9) | ACLCLU011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Interpreting statistical information - Interpret data displays Numeracy Interpreting statistical information Level 2
collect and describe data on a relevant issue based on one variable and display as lists, tables or picture graphs
Interpreting statistical information - Interpret data displays | Level 2 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
ACELA1539
Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them
ScOT Terms
ACELA1539 | Content Descriptions | Year 7 | English | F-10 curriculum
ACLGEU148
Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation[Key concepts: pronunciation, writing systems, punctuation; Key processes: spelling, making connections, applying rules]
Elaborations ScOT Terms
ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLJAU156
Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …
Elaborations ScOT Terms
ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLSPU138
Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements[Key concepts: intonation, spelling, accent; Key processes: discriminating sounds, recognising words]
Elaborations ScOT Terms
ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLVIU168
applying Vietnamese pronunciation and spelling rules to own speech and writing to pronounce and spell new words encountered in interactions and texts, for example, if the spelling of the word mười is known, then the spelling of the word người can be determined …
Elaboration (1) | ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACELA1465
Recognise that capital letters signal proper nouns and commas are used to separate items in lists
Elaborations ScOT Terms
ACELA1465 | Content Descriptions | Year 2 | English | F-10 curriculum
ACEEA027
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries.
ACEEA027 | Content Descriptions | Unit 1 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA055
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries.
ACEEA055 | Content Descriptions | Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA081
using strategies for planning, synthesising, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses.
ACEEA081 | Content Descriptions | Unit 3 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA104
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses.
ACEEA104 | Content Descriptions | Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACELY1652
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Elaborations ScOT Terms
ACELY1652 | Content Descriptions | Foundation Year | English | F-10 curriculum