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Elaboration (3) ACELY1671

using vocabulary, including technical vocabulary, appropriate to text type and purpose

Elaboration (3) ACELT1622

discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose

Elaboration (3) ACELY1682

using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

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

Elaboration (3) ACELA1779

using knowledge of common prefixes and suffixes to spell words and explore their meaning, for example ‘friendly’, ‘calmly’ and ‘cleverly’ and ‘misfortune’

Elaboration (3) ACELA1513

applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’ ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, …

Elaboration (3) ACELA1438

building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’

Elaboration (3) ACELA1569

understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

Elaboration (3) ACELA1457

substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’

Elaboration (3) ACELY1740

understanding the role of intonation, pausing, punctuation and combinations of clause and rhythm in spoken language

Elaboration (3) ACELA1570

observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

Elaboration (3) ACELY1679

reading aloud with fluency and intonation

Elaboration (3) ACELA1488

recognising the importance of using inclusive language

Elaboration (3) ACELY1659

self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge

Elaboration (3) ACELT1638

creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery

Elaboration (3) ACELY1813

adapting voice effects, such as tone, volume, pitch, pauses and change of pace, for their specific effects such as putting forward a point of view or attempting to persuade an audience to a course of action

Elaboration (3) ACELT1583

identifying who is telling the story in different texts

Elaboration (3) ACELY1660

making inferences about characters’ feelings and motives

Elaboration (3) ACELY1662

identifying words which might not be spelt correctly

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities