Curriculum Types

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ACELA1549

Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1549 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELA1466

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

information-communication literacy writing reading Elaborations ScOT Terms

ACELA1466 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

literacy

Elaboration (2) | ACELA1438 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1779

building morphemic word families and exploring word origins, for example ‘tricycle’, ‘triangle’ and ‘triple’

literacy

Elaboration (2) | ACELA1779 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (2) ACELA1526

expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’

literacy

Elaboration (2) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (2) ACELA1513

learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon, ‘renew’, ‘email’ and ‘refine’

literacy

Elaboration (2) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (2) ACELA1457

deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’

literacy

Elaboration (2) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (2) ACELA1471

drawing on knowledge of letter-sound relationships, for example breaking a word into syllables, then recording the sounds heard and thinking about the letter patterns that represent the sounds

literacy

Elaboration (2) | ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (2) ACELA1569

observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)

literacy

Elaboration (2) | ACELA1569 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELA1570

Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

critical-creative literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1570 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELY1687

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information

critical-creative literacy listening speaking Elaborations ScOT Terms

ACELY1687 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

literacy

Elaboration (2) | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1468

exploring names of people and places and how to write them using capital letters

literacy critical-creative

Elaboration (2) | ACELA1468 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (2) ACELA1828

using knowledge of sounds and visual patterns to read and write more complex letter combinations that have multiple representations in writing, for example ‘boy’ and ‘boil’, ‘howl’ and ‘foul’, ‘taught ’and ‘saw’

literacy

Elaboration (2) | ACELA1828 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (2) ACELY1734

explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

literacy critical-creative

Elaboration (2) | ACELY1734 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (2) ACELA1563

understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

literacy

Elaboration (2) | ACELA1563 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (2) ACELA1570

noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)

literacy

Elaboration (2) | ACELA1570 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (2) ACELA1430

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

literacy critical-creative

Elaboration (2) | ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELY1650

providing a simple, correctly-sequenced retelling of narrative texts

literacy critical-creative

Elaboration (2) | ACELY1650 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1491

describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

literacy critical-creative

Elaboration (2) | ACELA1491 | Content Descriptions | Year 4 | English | F-10 curriculum

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