ACLVIU170

Expand understanding of how different types of texts are structured and employ particular language features to suit different audiences, contexts and purposes[Key concepts: text structure, language features; Key process: applying]

Elaborations ScOT Terms

ACLVIU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

English - Year 8

Language Text structure and organisation Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1540) Understand how coherence is created in complex …

English - Year 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

English: Creating stories

This Illustration of Practice takes place in a classroom at Emmanuel Christian Community School where a teacher of a class of 27 students, of whom 18 are learning English as an Additional Language or Dialect (EAL/D), selects age-appropriate content from …

English: Creating stories | Illustrations of practice | Student diversity | Resources

Achievement Standard English Year 4

Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest …

Achievement Standard | Achievement Standards | Year 4 | English | F-10 curriculum

Achievement Standard English Year 6

Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors …

Achievement Standard | Achievement Standards | Year 6 | English | F-10 curriculum

Achievement Standard English Year 7

Receptive modes (listening, reading and viewing) By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice …

Achievement Standard | Achievement Standards | Year 7 | English | F-10 curriculum

Achievement Standard English Year 8

Receptive modes (listening, reading and viewing) By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain …

Achievement Standard | Achievement Standards | Year 8 | 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

Consumer and financial literacy: Digital Technologies

The Australian Curriculum: Technologies has a significant role in developing consumer and financial literacy in young people. The Digital Technologies subject supports the development of the dimensions of consumer and financial literacy as shown in the …

Consumer and financial literacy: Digital Technologies | Subjects | Dimensions | Curriculum connections | Resources

Years 7 and 8 Chinese

The nature of the learners Students maintain their sense of belonging to both their home and their outside culture. They can alter their conduct to fit different contexts within the world of teenage experience. Chinese language learning and use Classroom …

Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard English Year 3

Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary …

Achievement Standard | Achievement Standards | Year 3 | English | F-10 curriculum

Consumer and financial literacy: Foundation Year

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age five to six, within their family’s unique circumstances, children explore their sense …

Consumer and financial literacy: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 1

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age six to seven, within their family’s unique circumstances, children explore their …

Consumer and financial literacy: Year 1 | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 3

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age eight to nine, parents regulate how children manage their needs and wants within …

Consumer and financial literacy: Year 3 | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 4

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age eight to nine, parents regulate how children manage their needs and wants within …

Consumer and financial literacy: Year 4 | Year levels | Dimensions | Curriculum connections | Resources

Achievement Standard Digital Technologies Years 7 and 8

By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to …

Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Years 7 and 8 French

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Consumer and financial literacy: Year 2

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age seven to eight, within their family’s unique circumstances, children explore their …

Consumer and financial literacy: Year 2 | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 5

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 10 to 11, children can discriminate between their needs and wants and make simple …

Consumer and financial literacy: Year 5 | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 6

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …

Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources