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Elaboration (1) ACELA1451

understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

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

Elaboration (2) ACELA1488

understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures

Elaboration ACELY1689

reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims

Elaboration (1) ACELA1514

understanding how some suffixes change the grammatical form of words, for example ‘tion’ and ‘ment’ can change verbs into nouns, ‘protect’ to ‘protection’, ‘develop’ to ‘development’

Elaboration ACELY1700

planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

Elaboration ACELA1517

understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

Elaboration ACELA1541

understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style

Elaboration (1) ACELT1633

exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own

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 (2) ACELT1639

exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own

Elaboration ACELT1598

building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)

Elaboration ACELY1728

understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation

Elaboration ACELT1630

understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

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 ACELY1788

identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, …

Elaboration ACELA1476

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful …

Elaboration ACELA1560

investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that …

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