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Elaboration ACELA1434

exploring spoken, written and multimodal texts and identifying elements, for example words and images

Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration ACELA1819

identifying and manipulating sounds (phonemes) in spoken words, for example ‘c-a-n’

Elaboration (1) ACELY1784

learning to ask questions and provide answers that are more than one or two words

Elaboration ACELA1452

talking about effective words that describe a place, person or event

Elaboration ACELA1778

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

Elaboration (2) ACELY1663

writing words legibly using unjoined print script of consistent size

Elaboration (1) ACELA1464

mapping examples of word associations in texts, for example words that refer to the main character

Elaboration ACELA1470

interpreting new terminology drawing on prior knowledge, analogies and connections with known words

Elaboration (1) ACELA1487

identifying commonly used words derived from other cultures

Elaboration (4) ACELA1526

spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’

Elaboration (1) ACELA1561

identifying examples of acronyms, abbreviations and proprietary words which are used creatively in texts

Texts Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, …

Key ideas | English | F-10 curriculum

Year 9 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 9 | English | F-10 curriculum

Year 10 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 10 | English | F-10 curriculum

Elaboration ACELA1786

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

Elaboration (2) ACELA1782

building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgement of characters and their actions, and appreciation of the aesthetic qualities of text

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

ACELA1452

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

Elaborations ScOT Terms

ACELA1452 | Content Descriptions | Year 1 | English | F-10 curriculum

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities