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Elaboration (2) ACELY1662

checking for inclusion of capital letters and full stops

Elaboration (3) ACTDIK035

generating a layout or report in a database or applying a style sheet to a web page

Elaboration ACELA1818

learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one

Elaboration (1) ACELY1662

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

Elaboration ACSIS042

presenting ideas to other students, both one-to-one and in small groups

Elaboration (1) ACHEK020

exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer

Elaboration ACELA1778

writing one-syllable words containing known blends, for example 'bl' and 'st'

Elaboration (2) ACELY1672

checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

Elaboration ACMSP263

understanding one-to-one correspondence

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration ACELA1520

noting how a general word is often used for a more specific word already mentioned, for example ‘Look at those apples. Can I have one?'

Elaboration (1) ACSIS170

suggesting more than one possible explanation of the data presented

Elaboration ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration ACMSP050

creating picture graphs to represent data using one-to-one correspondence

Elaboration ACHES022

identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))

Elaboration (1) ACHASSI021

describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration (5) ACPMP043

performing tumbling routines using rolling actions, incline, weight transfer, flight and balances

Elaboration ACELY1649

navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word

Elaboration ACELA1472

discussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is ‘one who paints’

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities