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Elaboration (3) ACELT1629

discussing, debating and assessing remakes of literary texts and their effectiveness and purpose

Elaboration (3) ACELY1670

making valid inferences using information in a text and students’ own prior knowledge

knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) …

Elaboration (3) ACELY1712

identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones

Elaboration (3) ACELY1713

using prior knowledge and textual information to make inferences and predictions

Elaboration (3) ACELY1742

identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper

Elaboration ACELY1714

creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

Elaboration (3) ACELY1646

participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language

Elaboration (3) ACELY1688

exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts

Elaboration (3) ACELY1796

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding

Elaboration (3) ACELY1816

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement

Elaboration (3) ACELY1649

predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

Elaboration (3) ACELY1671

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

Elaboration (3) ACELY1792

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

Elaboration (3) ACELY1680

using text features and search tools to locate information in written and digital texts efficiently

Elaboration (3) ACELY1702

reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

Elaboration (3) ACELY1704

using paragraphs to present and sequence a text

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) ACELY1804

selecting voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement

Elaboration (3) ACELY1808

selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities