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Elaboration (1) ACLSPU036

talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the …

Elaboration (4) ACLASFC217

introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example: HAVE ONE SISTER ONE BROTHER I have a brother and a sister. THAT BABY HER SISTER That baby is her sister.

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 (2) ACELA1819

blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

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 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 (1) ACELA1823

using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’

Elaboration ACELY1672

reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

Elaboration ACELT1791

creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

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 ACELT1618

creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features

Elaboration (1) ACELT1806

selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another

Elaboration ACMNA131

connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved

Elaboration ACMMG272

performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next

Elaboration (1) ACHASSK032

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

Elaboration (2) ACHASSK084

examining the journey of one or more explorers (for example, Christopher Columbus, Vasco da Gama, Ferdinand Magellan), using navigation maps to reconstruct their journeys

Elaboration ACHASSK150

exploring how a decision to buy an item affects the family (for example, ‘Did the family have to put off buying another item to have this one?’)

Elaboration ACHHS171

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)

Elaboration ACHHS189

understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)

Elaboration ACHGS052

reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change

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Cross Curriculum Priorities