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Elaboration (1) ACELT1592

learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

Elaboration ACELY1670

making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic

Elaboration ACELY1675

discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel

Elaboration ACELY1792

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

Elaboration (1) ACELY1792

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

Elaboration (2) ACELY1792

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration ACELT1605

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration (1) ACELY1688

developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

Elaboration ACELY1689

reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims

Elaboration ACELT1608

describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs

Elaboration (2) ACELT1610

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation …

Elaboration (1) ACELT1611

investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

Elaboration ACELT1612

using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

Elaboration ACELY1698

identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

Elaboration ACELY1699

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Elaboration ACELY1796

participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

Elaboration (3) ACELY1796

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding

Elaboration (2) ACELY1702

using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task

Elaboration ACELT1614

exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style …

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