ACELA1549
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations
Elaborations ScOT Terms
ACELA1549 | Content Descriptions | Year 8 | English | F-10 curriculum
ACELY1753
Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts
Elaborations ScOT Terms
ACELY1753 | Content Descriptions | Year 10 | 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
Elaborations ScOT Terms
ACELA1466 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration ACELY1690
describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used …
Elaboration | ACELY1690 | Content Descriptions | Year 4 | 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’
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’
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’
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’
Elaboration (2) | ACELA1513 | Content Descriptions | Year 5 | 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
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
Elaborations ScOT Terms
ACELY1687 | Content Descriptions | Year 4 | 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’
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
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’)
Elaboration (2) | ACELA1569 | Content Descriptions | Year 10 | 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’
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
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’
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
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
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.’)
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
Elaboration (2) | ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum