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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 ACELA1570

considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so

analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during …

Elaboration (2) ACELA1570

noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)

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 ACELA1572

experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images

Elaboration ACELA1571

creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts

Elaboration ACELT1639

investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’

Elaboration (1) ACELT1639

imaginatively adapting texts from an earlier time or different social context for a new audience

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 ACELT1640

determining, through debate, whether a text possesses universal qualities and remains relevant

Elaboration (1) ACELT1640

presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes

Elaboration (2) ACELT1640

creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list

Elaboration (3) ACELT1640

reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Elaboration ACELT1641

looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue

Elaboration ACELT1812

identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

Elaboration ACELT1642

looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers

Elaboration ACELT1643

creating extended written responses to literary texts, making reference to varying points of view about the issues raised

Elaboration ACELT1774

using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities

Elaboration (1) ACELT1774

writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities