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Elaboration ACELA1426

learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

Elaboration (1) ACELA1426

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Elaboration ACELA1428

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration (2) ACELA1428

learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Elaboration ACELA1429

recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

Elaboration (1) ACELA1429

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Elaboration ACELA1430

sharing experiences of different texts and discussing some differences

Elaboration (1) ACELA1430

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

Elaboration (2) ACELA1430

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration ACELA1432

pointing to the letters and the punctuation in a text

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Elaboration ACELA1433

learning about print: direction of print and return sweep, spaces between words

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (2) ACELA1433

learning about front and back covers; title and author, layout and navigation of digital/screen texts

Elaboration (3) ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Elaboration ACELA1435

learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')

Elaboration (1) ACELA1435

creating students' own written texts and reading aloud to the teacher and others

Elaboration ACELA1434

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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities