ACELA1500.b exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures
Language for interaction
ACELA1501 Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
ACELA1501.a identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
ACELA1502 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
ACELA1502.a recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this year.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this year.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this year') and reflecting on the effect of these different choices
Text structure and organisation
ACELA1504 Understand how texts vary in purpose, structure and topic as well as the degree of formality
ACELA1504.a becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
ACELA1505 Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
ACELA1505.a observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')
ACELA1506.b learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second 's' is sometimes found, for example 'James's house' or 'James' house'
ACELA1797 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
Expressing and developing ideas
ACELA1507 Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause
ACELA1507.a knowing that complex sentences make connections between ideas, such as: to provide a reason, for example 'He jumped up because the bell rang.'; to state a purpose, for example 'She raced home to confront her brother.'; to express a condition, for example 'It will break if you push it.'; to make a concession, for example 'She went to work even though she was not feeling well.'; to link two ideas in terms of various time relations, for example 'Nero fiddled while Rome burned.'
ACELA1508.b observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, 'this very smelly cleaning cloth in the sink' is a noun group/phrase and 'as pretty as the flowers in May' is an adjective group/phrase)
ACELA1514 Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
ACELA1514.a Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example 'cactus' and 'cacti', 'louse' and 'lice'