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Elaboration ACELY1674

experimenting with and combining elements of software programs to create texts

Elaboration ACELT1791

creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

Elaboration (1) ACELT1791

creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

Elaboration (2) ACELY1680

making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

Elaboration ACELY1682

using print and digital resources to gather information about a topic

Elaboration ACELY1683

using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

Elaboration (1) ACELT1605

identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

Elaboration ACELT1607

drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key …

Elaboration ACELY1686

viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender

Elaboration (1) ACELY1687

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Elaboration ACELY1688

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

Elaboration ACELY1692

making connections between the text and students’ own experience and other texts

Elaboration ACELT1609

posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm

Elaboration ACELT1610

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 (1) ACELT1610

examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view

Elaboration ACELT1611

discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to …

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