JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Pre-primary Year Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their

knowledge about the

English language and how it works.

Language variation and change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) Reading and ViewingBy the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters.

WritingWhen writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Speaking and ListeningThey listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words.

Language for interaction

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Text structure and organisation

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)Understand that some language in written texts is unlike everyday spoken language (ACELA1431)Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

Expressing and developing ideas

Recognise that sentences are key units for expressing ideas (ACELA1435)Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)Know how to use onset and rime to spell words (ACELA1438)

Sound / letter knowledge

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)Understand the variability of sound — letter matches (ACELA1459)

Literacy

Students develop the

knowledge and skills to

interpret and create spoken, written, visual & multimodal

texts.

Texts in context Identify some familiar texts and the contexts in which they are used (ACELY1645)

Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)Deliver short oral presentations to peers (ACELY1647)

Interpreting, analysing and evaluating

Identify some differences between imaginative and informative texts (ACELY1648)Read predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)Produce some lower case and upper case letters using learned letter formations (ACELY1653)Construct texts using software including word processing programs (ACELY1654)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578)Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Creating literature Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Pre-primary YearElements Understanding, Content and Strategies Achievement Standard

Rea

ding

and

Vie

win

g Pr

e-Pr

imar

y

Print texts Electronic texts Reading and ViewingBy the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters.

Receptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Concepts of Print & Screen

Concepts of print - Books- Identify directionality- Identify return sweep- Identify front and back covers- Identify elements of front cover (title, author, illustrator)- Hold book in correct position- Identify the difference between words and images

(ACELA1433) (ACELA1434) (ACELA1435)

Concepts of print - Text- Recognise that in sentences, there are spaces between words- Identify words, letters and sentences- Distinguish the difference between words, letters and sentences- Identify punctuation- Recognise that capital letters are used for names and for the beginning of sentences- Recognise that full stops signal the end of sentences- Identify the difference between punctuation and letters/words

(ACELA1432) (ACELA1433) (ACELA1435) (ACELA1431)

Features of electronic devices- Identify

o Mouseo Keyboardo Screeno Tracking pado Home buttono Appso Websites

Functions of Electronic Features- Identify letters on the keyboard- Recognise the link between pressing letters on the keyboard and results on the

screen- Recognise the link between movement of mouse or tracking pad that corresponds to

movement of mouse icon on screen- Understand how to select items using the mouse (open apps, move within websites)- Understand basic navigation within websites or electronic devices

(ACELA1433)

Phonological Awareness

Phonological awareness focusRhyme- Recognise rhyme in spoken chants, books, and nursery rhymes- Identify words that rhyme from a selection of words (eg cat, mat, pack, sat)- Generate new rhyming words from a given word- Create a word family from a given rime (eg ‘at’ will make cat, mat, sat, fat)Alphabetic awareness- Awareness that each letter of the alphabet has a name and a sound- Awareness that each letter of the alphabet has a name which remains constant even if the sound is different- Understand the link between upper case and lower case lettersSyllables- Identify syllables using multi-sensory methods (eg jumping in hoops to represent each syllable in a word).

Limit word selection to maximum of four syllable wordsSoundsVerbally identify sounds in words:- Identify/count sounds in words (eg nap = 3 sounds)- Identify initial sounds (eg ‘b’ in ‘bat’)- Identify final sounds (eg ‘ck’ in ‘back’)- Identify medial sounds (eg ‘oa’ in ‘boat’)- Identify onset and rime in one syllable words (eg ‘r’ + ‘at’ = rat)Segmenting and blending- Use oral and multi-sensory cues to blend sounds together to create words (eg b – a – t = bat)- Use oral and multi-sensory cues to segment words to identify sounds(eg pig = p – i – g)- Begin to manipulate and delete sounds (eg dig without the ‘d’ sound makes ‘ig)

(ACELA1440) (ACELA1439) (ACELA1438) (ACELA1758) (ACELT1579) (ACELA1459)

Phonics focus:- Build knowledge of the

connection between sounds and letters of the alphabet to show that there is a predictable and systematic relationship between the text and the sound of spoken language.

- Fluent recognition of the most common sound made by each letter

- Decode words into sounds to read them

- Use a sequential phonics based program or sequence of teaching that includes actions/pictures/songs to reinforce each sound

- Plan for multiple daily practice of phonics using a multi-sensory approach. Each practice should be short and targeted

(ACELA1758)

(ACELA1440) (ACELA1459)

Suggested phonics sequenceTerm OneSound sequence as follows:

o Group 1 – s, a, t, p, i, no Group 2 – m, r, h, e, d, co Group 3 – f, l, g, o, u, bo Group 4 – w, j, v, k, z, y, q, x

- Step One - Introduce each sound over the term focusing on identifying the sound in words (beginning sound and end sound)

- Step Two – learn the shape and starting position of each letter in a multi-sensory way (ie sand tray, painting)

- Step Three – after learning each group of letters, begin to create cvc words for blending and segmenting in oral or multisensory ways

- Step Four – Assess and revise, revise, revise

Term Two- Step One – Reintroduce each sound (listed in Term 1) focusing on

identifying the sound in words (medial position)- Step Two – Learn the shape and starting position of each letter in

multisensory way (beginning handwriting – keep letters large)- Step Three – Begin creation of word families to encourage blending

and segmenting- Step Four – Revise, revise, revise- Step Five – Assess retention of phonemes and ability to blend and

segment CVC words

Term 3- Step One – Introduce regularly used constant diagraphs (th/th, ch,

sh, ck, ng, ss, ff, ll) and provide pictorial cues to assist with reading and writing

- Step Two – Consolidate alphabet sounds and constant diagraphs to create CVC words for blending and segmenting

- Step Three – Begin to use known sounds to decode and spell.- Step Four – Begin formal handwriting placing letters on base line

Term Four- Step One – Introduce representation of long vowel sounds

ee(bee), oa (boat), ai(tail), oo(book), oo(moon), or(horse), ar(farm), ir(bird) and provide pictorial cues for reading and writing

- Step Two – Consolidate all sounds learnt to decode and spell CVC words

- Step Three - Introduce constant blends to decode and spell CCVC and CVCC words

- Step Four – Formal handwriting (place letters on base line and introduce thirds)

- Step Five - Revise, revise, revise- Step Six – Assess retention of all taught phonemes, ability to

blend and segment CCVC and CVCC words and ability to decode and spell CVC, CVCC and CCVC words.

(ACELA1438) (ACELA1439) (ACELA1758)

(ACELY1653) (ACELA1459)

Grammar &Vocabulary

Text purpose- Explore and discuss the purpose of texts (eg ‘This text will tell a story’, ‘This text will give

information’, ‘This text makes me laugh because…’)- Select a book from bookshelf or library to match given criteria (eg I want to learn more about turtles,

so I need to go to the non-fiction section and find a book that gives me information about turtles)- Identify the purpose in which a text is used (eg cookbooks for kitchen recipe; instruction manuals for

building items)- Share personal responses about different texts and discuss personal experiences triggered by the

text (eg In a story about a boy at the beach looking for shells, a student may connect to own experience by saying: ‘When I was at the beach, I…)

(ACELA1430) (ACELY1648)

Text structure- Identify repeated sections of texts (eg refrains, choruses, etc)- Use repeated sections of text to engage in choral recitation of

the poetic and rhyming phrases- Use repeated sections of text to predict cumulative storylines- Explore the structure of texts and how they can take many

forms (eg short texts such as labels or signs and long texts such an encyclopedia or novel)

- Understand that texts can be visual, written or oral(ACELA1430)

Vocabulary- Increase and extend vocabulary

for meaning making and naming items and activities

- Introduce sight word vocabulary contextually (eg use the word ‘and’ in a variety of different sentences)

- Build words for thinking and talking about school and learning

Identify and read irregular high-frequency words. Suggested minimum sight word bank for PP:- at, in, it, on- and, a, I, go, no- with, this, that, for- is, his, was, as- to, be he, of- the, from, look, then- have, are, they, you

(ACELA1758) (ACELA1437)

Comprehension

Authors and Illustrators- Understand that authors are the writers of texts.

Understand that illustrators are the creators of images in text

- Understand that authors and illustrators create texts that may be similar or different to personal experience

- Identify a favourite author/illustrator and explain why

(ACELT1575)

Responding to texts- Explore how the print in text creates meaning. Explore how images

in texts create meaning. Explore how the combination of print and text creates meaning

- Through the exploration of fairy tales and other stories, identify some characteristic features (eg ‘Once upon a time’ or ‘happily ever after’ in fairy tales)

- Respond to texts by discussing elements of the story- Respond to texts, identifying what they liked or didn’t like about the

story(ACELA1786) (ACELT1577) (ACELT1783)

(ACELT1578) (ACELA1429) (ACELT1785) (ACELY1646)

Comprehension SkillsThese comprehension skills are to be taught through books that students listen to, view or read independently:- Predict the story based on illustration and title on front cover- Predict the next event in the story based on previous event- Begin to retell stories through teacher prompting and questioning (ie what happened at the beginning, middle, and end of this story)- In a small group, use performance to retell the story (eg puppets, drama)- Sequence pictures from a text and orally retell the story- Talk about the meaning of texts- Draw a character or event from a text that has been read without the illustrations being shown- Relate one or two key facts from informative texts- Make an inference about a character based on illustrations (eg facial expressions of the fox show that he is angry)- Find a key word in a text to answer a literal question

(ACELY1649) (ACELY1650) (ACELT1580) (ACELY1650)

Reading Fluency & Expression

Develop reading fluencyWhen students are ready, provide opportunity to take home readers- Begin frequent reading practice of predictable texts that are supported by images to aid reading fluency and understanding- Read decodable words and sentences (eg ‘A man sat on the frog.’) by blending known graphemes to make CV, VC, VCC, CVC words)- Practice decoding skills such as sounding out, looking for patterns, looking for blends- Practice phrasing: pausing after full stops- Ensure students read texts that are at their level (ie have the skills required to read the text; text is not too hard or too easy)- Listen to each student reading regularly so that their reading level can be adjusted in small increments as their reading develops(ACELY1649)

Text processingContextual, grammatical, semantic and phonic knowledge- Predict words based on initial

sounds, picture cues, and contextual clues

- Through adult support identify and correct errors

(ACELY1649)

GoalsReading Recovery Leveled TextsExpected minimum home reading level at the end of Pre-Primary: Reading level 2In order to achieve the standard required at this level, the student must demonstrate the following with confidence:- Use a small bank of high frequency sight words- Able to decode CVC words- Use sounding out to decode unfamiliar words and contextual clues and initial sound of a word to made a

reasonable guess at an unknown word(ACELY1649)

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Pre-primary YearElements Understandings, Content & Strategies Achievement Standard

Writ

ing

Pre-

Prim

ary

Text ProcessesUnderstand that written language needs to be readable by others.(ACELA1431)

Share ideas for writing with a peer/teacher before commencing.(ACELY1651)

Draw pictures to support verbal or written communication of message.(ACELY1651)(ACELY1654)

Draw a picture or use a photo (or image) as a prompt for writing.(ACELY1654)

Listen to a range of text forms read by the teacher, pointing out purpose and audience.(ACELY1645) (ACELA1430)

Discuss the purpose and structure of what makes a readable sentence.(ACELY1651)

Share writing with others (ie peer, adult).(ACELY1651)

WritingWhen writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Text OpportunitiesModelling

Joint ConstructionApplication

Authentic writing opportunities- Engage with many

opportunities to write for authentic purposes

- Students write to communicate ideas and share information

- Write about everyday experiences

(ACELY1651)

(ACELY1654)

Real world writing experiences- Engage with many real world situations

that require the use of written language (eg dramatic play areas with writing prompts or writing provocations; making a shopping list in the shopping corner)

- Use provided materials to create labels and signs

(ACELY1651) (ACELY1654)

Shared experience- Jointly construct a written

recount about a shared experience

- Write one or two sentences about a shared experience or event (could be placed into a class book, digital text, photo journal, wall display or portfolio entry).

(ACELY1651)

(ACELY1654)

Activity Retells- Write about products or

experiences made personally or with peers

- Use a framework provided by the teacher to record an activity retell

(ACELY1651)

(ACELY1654)

Communicating with others- Write about personal interests and

share with others (eg writing letters to Dad or Mum)

- Write about topics taught at school and share with others

- Write for a particular audience and purpose (eg birthday card, Fathers/Mothers Day card)

(ACELY1651) (ACELY1654)

Fostering a love of writing- Provide a space for students to write (may wish to include sounds

charts, writing prompts, sentence starters)- Provide engaging materials to encourage writing- Provide paper for students to use for writing in creative play situations- Writing table- Blank paper for students to ‘write their own books’- Celebrating students’ writing by providing opportunities for them to

share their writing and displaying their work in the classroom(ACELY1651) (ACELY1654)

Grammar

Sentence structure- Identify a sentence in a text. Recognise

a sentence and what defines a sentence (ie full stops and capital letters). (ACELA1435)

- Identify sentence boundaries (capital

letters/full stops) (ACELA1435)

(ACELA1432)

- Understand that sentences are key unit for expressing ideas (ACELA1435)

- Understand that a sentence expresses one idea. (ACELA1435)

- Understand that the order of the words in a sentence affects its meaning (eg ‘The boy sat on the dog’ vs ‘The dog sat on the boy’) (ACELA1435)

- Create simple sentences with capital letters and full stops. (ACELA1435) (ACELY1652)

Handwriting

Teach correct posture and pencil grip.

(ACELY1653)

Trace, copy and then independently write handwriting patterns (curves, anti-clockwise movements, clockwise movements, etc)(ACELY1653)

Demonstrate how to construct each letter (upper and lowercase) including starting position and movement direction, including verbal cues.(ACELY1653)

Learn the shape and starting position of each letter through- whole body writing- tactile writing (sand trays, shaving cream etc.)- A3 sized outline of the letters paint/write to within- writing on a base line- writing using dotted thirds(ACELY1653)

Handwriting Expectations by the end of PP* WA modern cursive handwriting font (suggested size 24mm)* Each letter is located correctly on the base line and spaced within the thirds* Each letter begins from the current location and position* Each letter is written with the correct movement and direction* Students write with tripod pencil grip and appropriate posture(ACELY1653)

Spelling

Through the dictation of sounds and words, students record the sounds/words they hear.Students should be able to record each sound fluently as it is dictated to them.(ACELA1758) (ACELA1439) (ACELA1440) (ACELA1459)

Jointly construct word families including the following families:- at- it- ot- op- en- ig- og- un

(ACELA1758) (ACELA1439) (ACELA1440)

(ACELA1438)

Spell decodable words using known graphemes through games and structured activities (CV, VC, CVC)Attempt to spell decodable CVCC and CCVC words.(ACELA1758) (ACELA1439) (ACELA1440) (ACELA1459)

Spell taught sight words.(ACELA1758)

(ACELA1439)

(ACELA1440)

Punctuation & Editing

Identify punctuation in text (ie full stops, question marks, exclamation marks, quotation marks, and capital letters).(ACELA1432)

Understand that capital letters form the beginning of a sentence and a punctuation mark ends the sentence.(ACELA1432)

Participate in editing of own writing with the guidance of an adult (eg student informs teacher of what they have written; teacher scribes student’s work).(ACELY1652)

Collaborate with teacher or adult to identify errors and make corrections (eg Teacher: ‘I’m looking at this sentence and I notice something is missing…’ Student: ‘I need to put a full stop at the end of the sentence!’) (ACELY1652)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Pre-primary YearElements Understandings, Content & Strategies Achievement Standard

Spea

king

& L

iste

ning

Pre

-Prim

ary

Interaction Skills

Responding to Others- Respond to others in formal and

informal situations- Explore how to speak to adults,

peers and visitors using appropriate tone, posture and language.

- Learn to ask relevant questions- Express requests and opinions in

ways that are suitable to the context

(ACELA1428)

Facial Expressions and Feelings- Identify facial expressions and

gestures and their communicated meaning

- Explore how to demonstrate different facial expressions

- Learn how to recognise the facial expressions of others

- Explore how to use facial expressions to express likes and dislikes appropriately

(ACELA1429)

Setting- Explore formal and informal language use- Learn how to use appropriate pitch and

volume to match situation (eg ‘inside voices’ need to be quiet and ‘outside voices’ may be louder)

- Speak with appropriate volume and clarity to suit intended audience (eg yelling is not appropriate when speaking to a small group inside)

- Use of appropriate manners (eg please, thank you, may I please…)

(ACELA1428) (ACELY1646)

(ACELY1784)

Body Movement and LanguageThrough role modelling and opportunities to practice, students develop an understanding of the different roles in speaking and listening.ListenerPosture- showing interest- hands and body still and positioned facing the speaker

Gestures- use appropriate and agreed upon gestures to show understanding (eg eyes on

speaker)SpeakerPosture- Look at the audience (not just the teacher)- Keep body as still as possible (movement to be kept to a minimum)- Upright and open posture

Gestures- Students will use natural hand gestures to communicate; hands may be used for

emphasis or explanation(ACELY1784)

Vocal SkillsListener- No interruptions when speaker is talking; no

calling out while the speaker is speaking- Respond to others with relevant comments and

questions- Take turns in discussions- Recognise the contribution of others- Respond to questions with more than one or two

wordsSpeaker- Encourage and practice clear pronunciation of

words and sounds- Use appropriate volume

(ACELY1784)

Speaking and ListeningThey listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words.

Receptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Communication (Understanding)

Understand that there are many different languages throughout Australia and the world. Show appreciation that all languages are used for communicating thoughts and feelings and are of equal value to their own. (ACELA1426)

Explore and understand how language changes depending on the relationship between the speaker and the listener (eg language is different between friend-friend, parents-child, teacher-child) (ACELA1428)

Recognise some of the ways we use speech, gestures, writing, and media to communicate feelings. (ACELA1429)

Presentation Skills

Object Based NewsPurpose- To share knowledge about an

object of personal interest with their peers

Structure- Greeting- Identify object and type of object

(eg This is a horse. It is a type of farm animal).

- Describe the object (parts of the object, use of the object, location of the object)

- Conclusion: how students feel about the object

Features- Linking sentences to describe

one object- Concise, specific vocabulary- Staying to one topic

(ACELA1437) (ACELY1646)

(ACELY1647)

(ACELY1784)

RhymesPurpose- To hear and replicate

sound and word patternsStructure- Two short sentences

where the last words rhyme

Features- Rhyming words- Rhythmic sentence

patterns(ACELA1439) (ACELT1578) (ACELT1579)

(ACELT1785)

(ACELT1580)

Oral presentationsPurpose- To inform or entertain an

intended audienceStructure- Student or group of

students presenting information, performance, puppet show etc

Features- Emerging full sentence

structure- Begin to orally sequence

content for an intended purpose

- Begin to use props, images or objects appropriately to assist in oral presentation

(ACELA1437) (ACELY1646)

(ACELY1647)

(ACELY1784)

Events based newsPurpose- To share events or

experiences with othersStructure : - Greeting- Details of event in

coherent sequence- Response from audience

in the form of relevant questions

- Thank youFeatures:- Should include: who,

what, when and where- Begin to sequence

content through the use of pictorial cues or repeated rehearsal (at home?)

- Through the use of props and images, engage audience with presentation

- Encourage full sentences

(ACELA1435)

(ACELY1646)

(ACELT1783)

(ACELY1647)

(ACELY1784)

Activity RetellPurpose- To orally retell the

sequence of events for the production of an item (eg craft item, cooking item)

Structure- Opening statement of

what has been made- Materials needed- 2 or 3 stepsFeatures- Steps to be in

chronological order- With teacher assistance

language becomes more descriptive so that other students can repeat the task

(ACELA1437) (ACELY1646)

(ACELY1647)

(ACELY1784)

StoryPurpose- to entertain othersStructure- introduce story starters (eg

‘Once upon a time…’ or ‘A long, long time ago…’)

- Collaboratively structure a story with a beginning, middle and end

- Collaboratively create an oral story (teacher with students acting out/students jointly construct/students create in groups)

Features- Record oral stories

collaboratively using story maps- Collaboratively discuss and then

independently represent characters created in the stories

- With teacher assistance, describe and label the characteristics of a character in an oral story or create a character to be used for an oral story

- Use props (puppets, masks, etc) to assist students to take on characters

Extension- Students

independently/collaboratively create or write their own oral story

- Students independently create one or two sentences describing their character

- Suggestions – use dramatic play, puppets and role plays to create oral stories and characters

(ACELA1439) (ACELT1578)

(ACELT1579)(ACELT1785)

(ACELT1580)

Oral ‘because’ statementsPurpose- To share a

personal opinionStructure- I like….because…Features- Give reasons for

likes and dislikes- Use props or

objects (eg a favourite book or an item them have made)

- Statements made about objects, texts, characters and events

(ACELT1783) (ACELA1429)

Oral discussionPurpose- To share thoughts and

informationStructure- Question / provocation /

idea presented to initiate discussion

- Turn taking- Teacher facilitatedFeatures- Share feelings and

thoughts- Responding to texts

(favorite stories etc)- Practice and extend

vocabulary- Create a response to the

discussion starter and what others have contributed

- Begin to ask questions- Able to answer questions

(encourage full sentence responses)

(ACELA1428)

(ACELA1429)

(ACELT1577)

(ACELY1650)

(ACELT1783) (ACELY1784)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Pre-primary YearGENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUM ICT Competence ICT Critical and Creative

Thinking CCT Ethical Behaviour ETH

Personal and Social

Competence P&S

Intercultural Understanding ICU

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander histories

& cultures ATSI

Asia & Australia’s engagement with Asia ASIA

Sustainability SUS

ENGLISH

Language

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426) ICU, ATSI, ASIA

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) P&S

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429) P&S

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430) ICT, CCT

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) ICT, ATSI

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786) ICT, CCT

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) P&S

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

Know how to use onset and rime to spell words (ACELA1438)

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

LiteratureRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575) P&S, ICU, ATSI, ASIA

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) P&S

Share feelings and thoughts about the events and characters in texts (ACELT1783) CCT, P&S

Identify some features of texts including events and characters and retell events from a text (ACELT1578) ICU, ATSI, ASIA

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785) ICU, ATSI

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579) ICU, ATSI, ASIA

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) ICT, CCT

Literacy

Identify some familiar texts and the contexts in which they are used (ACELY1645) P&S

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) CCT, P&S

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) P&S, SUS

Deliver short oral presentations to peers (ACELY1647) P&S, SUS

Identify some differences between imaginative and informative texts (ACELY1648) CCT

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) ICT

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) CCT, ATSI

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) ICT, CCT, P&S, SUS

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Construct texts using software including word processing programs (ACELY1654) ICT

MATHEMATICSProficiency

StrandsUnderstandingincludes connecting names, numerals and quantities

Fluencyincludes readily counting numbers in sequences, continuing patterns, and comparing the lengths of objects

Problem Solvingincludes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer

Reasoningncludes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length

Number & AlgebraEstablish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point (ACMNA001) LIT, NUM, ICU, ATSI, ASIA

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) LIT, NUM, ICU, ATSI, ASIA

Subitise small collections of objects (ACMNA003) NUM

Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) LIT, CCT, P&S, ATSI, ASIA

Represent practical situations to model addition and sharing (ACMNA004) NUM, CCT, ATSI

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) LIT, NUM, CCT

Measurement & Geometry

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) LIT, NUM, CCT

Compare and order the duration of events using the everyday language of time (ACMMG007) LIT, NUM, CCT

Connect days of the week to familiar events and actions (ACMMG008) LIT, NUM, P&S

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009) LIT

Describe position and movement (ACMMG010) LIT, CCT

Statistics & Probability

Answer yes/no questions to collect information (ACMSP011) P&S

SCIENCEScience

UnderstandingLiving things have basic needs, including food and water (ACSSU002) LIT, CCT, P&S, SUS

Objects are made of materials that have observable properties (ACSSU003) LIT, NUM, CCT, SUS

Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) LIT, P&S, ICU, ATSI, ASIA, SUS

The way objects move depends on a variety of factors, including their size and shape (ACSSU005) LIT, CCT

Science as a human endeavour

Science involves exploring and observing the world using the senses (ACSHE013) LIT, P&S, CCT

Science Inquiry Skills

Respond to questions about familiar objects and events (ACSIS014) LIT, CCT, P&S

Explore and make observations by using the senses (ACSIS011) LIT Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233) LIT, CCT, P&S

Share observations and ideas (ACSIS012) LIT, P&S

HISTORYKey Inquiry Questions

What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared?

Historical Knowledge &

Understanding

Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001) CCT, P&S

The different structures of families and family groups today, and what they have in common (ACHHK002) LIT, CCT, P&S, ICU, ATSI, ASIA

How they, their family and friends commemorate past events that are important to them (ACHHK003) P&S, ICU, ATSI, ASIA

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004) LIT, CCT, P&S, ICU, ATSI

Historical SkillsSequence familiar objects and events (ACHHS015) LIT, NUM

Sequence familiar objects and events (ACHHS015) LIT

Pose questions about the past using sources provided (ACHHS017) LIT, CCT, P&S

Explore a range of sources about the past (ACHHS018) LIT

Identify and compare features of objects from the past and present (ACHHS019) LIT, CCT

Explore a point of view (ACHHS020) CCT, P&S

Develop a narrative about the past (ACHHS021) LIT, CCT P&S

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022) LIT, ICT

Australian Curriculum – English Links with other Curriculum Areas (Continued): Term 1 Term 2 Term 3 Term 4 Preprimary YearGEOGRAPHYInquiry Questions What are places like? What makes a place special? How can we look after the places we live in? Key Concepts Place (personal & local

scale)Space (personal & local scale) Environment (personal & local scale)

Geographical Knowledge & Understanding

The representation of the location of places and their features on maps and a globe (ACHGK001) (ACHGK005) LIT, NUM,CCT, ATSI,

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) LIT, NUM, CCT

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003) LIT, NUM, CCT, ICU, ATSI

The reasons why some places are special to people, and how they can be looked after (ACHGK004) LIT, CCT, P&S, ATSI, SUS

Geographical Skills

Make observations about familiar places and pose questions about them (ACHGS001) LIT, CCT

Record geographical data and information collected by observation (ACHGS002) LIT, CCT

Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) LIT, NUM, CCT

Draw conclusions based on discussions of observations (ACHGS004) LIT, CCT

Present information using everyday language to describe location and direction (ACHGS005) LIT, CCT

Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006) LIT, CCT, P&S, SUS

THE ARTSDance

Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS

Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002) LIT, NUM, CCT, P&S

Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003) NUM, CCT, P&S, ATSI, ASIA, SUS

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004) NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027) LIT, ICT, CCT, P&S, SUS

Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028) LIT, NUM, CCT, P&S, SUS

Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029) LIT, ICT, CCT, P&S, ICU, ATSI, ASIA, SUS

Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicDevelop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080) LIT, NUM, ICT, CCT

Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081) LIT, ICT, CCT, ICU, ATSI, ASIA, SUS

Create compositions and perform music to communicate ideas to an audience (ACAMUM082) LIT, NUM, ICT, CCT, P&S

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsExplore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) ICT, NUM, CCT, ICU, ATSI, ASIA, SUS

Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) LIT, ICT, CCT, SUS

Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056) LIT, NUM, ICT, CCT, P&S, ICU, ASIA, SUS

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057) LIT, NUM, CCT, ICT, P&S, ICU, ATSI, ASIA, SUS

Visual ArtsExplore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) LIT, NUM, ICT, CCT, ICU, ATSI, ASIA, SUS

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) LIT, NUM, IC, CCT, P&S, ASIA, SUS

Create and display artworks to communicate ideas to an audience (ACAVAM108) LIT, CCT, P&S, ATSI, ASIA

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) LIT, ICT, CCT, P&S, ETH, ICU, SUS

Explore how technologies use forces to create movement in products (ACTDEK002) LIT, NUM, CCT, ATSI, ASIA

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003) LIT, CCT

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004) NUM, ICT

Processes & Skills

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) LIT, NUM, CCT, P&S, ETH, SUS

Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006) NUM

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) LIT, NUM, ICT, CCT, ETH, SUS

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) LIT, NUM, ICT, CCT, ETH, SUS

Sequence steps for making designed solutions and working collaboratively (ACTDEP009) LIT, NUM, ICT, CCT, P&S, ETH, SUS

Digital Technologies

Knowledge & Understanding

Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001) LIT, NUM, CCT

Processes & Skills

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003) LIT, NUM, ICT, CCT, P&S

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) NUM, ICT

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) ICT, CCT, P&S

Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006) LIT, ICT, CCT, P&S, ETH, ICU, ATSI, ASIA

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) LIT, CCT, P&S

Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) LIT, NUM, CCT, P&S, ICU

Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) LIT, NUM, CCT, P&S

Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) LIT, CCT, P&S

Describe ways to include others to make them feel that they belong (ACPPS019) LIT, CCT, P&S, ETH

Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) LIT, CCT, P&S, ETH, ATSI

Examine health messages and how they relate to health decisions and behaviours (ACPPS021) LIT, CCT, P&S

Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) LIT, CCT, P&S, SUS

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023) LIT, CCT

Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) LIT, CCT, SUS

Movement & Physical Activity

Perform fundamental movement skills in different movement situations (ACPMP025) LIT, NUM, CCT, P&S

Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) NUM, CCT, P&S

Create and participate in games (ACPMP027) LIT, NUM, CCT, P&S

Discuss the body’s reactions to participating in physical activities (ACPMP028) LIT, NUM, CCT, P&S

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) LIT, NUM, CCT

Use strategies to work in group situations when participating in physical activities (ACPMP030) LIT, CCT, P&S

Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031) LIT, CCT, P&S

Identify rules and play fairly when participating in physical activities (ACPMP032) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests[Key concepts: self, family; Key processes: playing, imitating](ACLINC001)

Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning[Key concept: play; Key processes: singing, chanting, drawing](ACLINC002)

Participate with teacher and peers in class routines and activities, including following instructions and taking turns[Key concepts: routine, sharing; Key processes: shared reading, following instructions](ACLINC003)

Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks[Key concepts: literacy, numeracy; Key processes: selecting, sorting, matching](ACLINC004)

Give factual information about self, family and significant objects using labels, captions and descriptions[Key concepts: self, favourite; Key processes: describing, showing](ACLINC005)

Participate in shared reading and play-acting, and respond through singing, chanting, action and movement[Key concepts: character, story; Key processes: playing, choral reading; Key text types: fairy tale, fable, comic, cartoon, song, rhyme](ACLINC006)

Use familiar words, phrases and patterns to create captions and participate in shared performances and games[Key concept: performance; Key processes: performing, singing, dancing; Key text types: chant, song, poster, puppet show](ACLINC007)

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings[Key concepts: similarity, difference; Key process: noticing](ACLINC008)

Create captions, labels and statements for the immediate learning environment in both Indonesian and English[Key concepts: etiquette, respect, equivalence; Key processes: labelling, displaying](ACLINC009)

Notice what may look or feel similar or different to own language and culture when interacting in Indonesian[Key concepts: communication, respect; Key processes: noticing, comparing](ACLINC010)

Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity[Key concept: self; Key processes: describing, noticing](ACLINC011)

Understanding

Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet[Key concept: pronunciation; Key processes: reading aloud, mimicking](ACLINU012)

Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns](ACLINU013)

Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions[Key concept: text; Key processes: recognising, identifying](ACLINU014)

Recognise that ways of greeting and addressing others may change according to cultural norms[Key concepts: appropriateness, respect; Key processes: noticing, selecting](ACLINU015)

Develop awareness that Indonesian and English borrow from each other.[Key concept: borrowing; Key process: observing](ACLINU016)

Notice that the languages people use and the way they use them relate to who they are and where and how they live.[Key concepts: norm, culture; Key process: making connections] (ACLINU017)

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 1Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their knowledge about the English

language and how it works.

Language variation and change

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443) Reading and Viewing

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

WritingWhen writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Speaking and ListeningThey listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Language for interaction

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Text structure and organisation

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)Understand patterns of repetition and contrast in simple texts (ACELA1448)Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands(ACELA1449)Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links(ACELA1450)

Expressing and developing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances(ACELA1451)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)(ACELA1452)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts(ACELA1454)Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)

Sound / letter knowledge

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)Understand the variability of sound — letter matches (ACELA1459)

Literacy

Students develop the knowledge and skills to interpret and

create spoken,

written, visual & multimodal

texts.

Texts in context Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Interpreting, analysing and evaluating

Describe some differences between imaginative, informative and persuasive texts (ACELY1658)Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Creating texts

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

Write using unjoined lower case and upper case letters (ACELY1663)

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Discuss how authors create characters using language and images (ACELT1581)

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences(ACELT1582)Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Creating literature Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 1Elements Understanding, Content and Strategies Achievement Standard

Rea

din

g an

d V

iew

ing

Yea

r 1

Print texts Electronic texts Reading and ViewingBy the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Receptive modes (listening, reading and viewing)By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events.Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Concepts of Print & Screen

Concept of print - Books- Identify how elements of text can be used to locate

information:o page numberingo table of contentso headingso titles

(ACELA1449) (ACELA1450)

Concept of print - text- Identify directionality of words/sentences- Identify punctuation in texts (full stops, question marks, exclamation

marks- Identify capital letters in text- Identify sentences in text- Identify different types of sentences in text (statements, questions,

commands)

Features of Electronic devices- Identify

o Drop down menuso Navigation bars and buttonso Hyperlinks to other websiteso ‘Back to top’ or ‘return to main page’ navigation tools

- Distinguish between apps, programs and websites

Functions of Electronic Features- Recognise the connection between the movement of the mouse on

the screen to hand/finger movements- Understand how to select items using the mouse (open apps,

websites and drop down menus)- Use scrolling to move within a website, app and electronic device- Consolidate knowledge of the connection between letters pressed

on the keyboard and appearance of letters on the screen- Use shift key to type capital letters and symbols

(ACELA1450)

Phonological Awareness

Phonological Awareness FocusRhyme- Use knowledge of onset and rime to create word families- Listen to, recite and perform poems, chants, rhymes and songs- Imitate and invent sound patterns including alliteration and rhyme

Nursery rhymes Innovation- Choose a favourite nursery rhyme and create another verse.

Purpose- To entertain, to teach rhyming, vocabulary

Structure- Rhyming patterns (AABB or ABAB)- Number of syllables per line

Features- Stress and intonation- Rhythm- Rhyming families- Repetition

(ACELA1458) (ACELA1778) (ACELY1663) (ACELA1455) (ACELA1457) (ACELT1585) (ACELA1448)

Sounds- Introduce all 44 sounds in the English Language- Identify and count sounds in words- Identify sounds in multiple positions (initial, medial

and final positions)- Manipulate words through the deletion and

substitution of phonemes in words.- Introduce morphemes (s, es, ed, ing)

Alphabetical Awareness- Recognise and reproduce lower and upper case

letters

Segmenting and Blending- Segment and blend CCVC / CVCC / CCVCC /

CCCVCC / CCVCCC words

Phonics focus- Build and consolidate essential

‘body of knowledge’ of sound-letter relationship, that shows the systematic and predictable relationship between the letters of written language and the sounds of spoken language

- Build fluency and automaticity of link between letters to speech sounds to read and spell words

- Use a sequential phonics based program or sequence of teaching

- Plan for frequent practice and consolidation using daily sessions of 25-30 minutes using a multi-sensory approach

Suggested phonics sequence:Orally segment, blend, delete and manipulate the 44 sounds(phonemes) to make words. Provide opportunities to make and read words using games, play and repetitive/choral reading.Term 1- Revise letter-sound connections learnt in PP.

o Group 1 - s, a, t, p, i, no Group 2 - m r, h, e, d, co Group 3 - f, l, g, o, u, bo Group 4 - w, j, v, k, z, y, q, xo double letter graphemes (ff, ss, ll, pp, etc)o Consonant blends (bl, cl, mp, etc)

Term 2- Introduce: ck (kick), wh (what), ng (king), qu (queen), ch (chop), sh (ship), th (thin), th (that), ai (paid),

ee (bee), ea (sea), oa (boat), oo (food), oo (boots)

Term 3- Introduce ur/er/ir (her, nurse, bird), or/a (horse, all), ou/ow (cloud, flower), oi/oy (coin/boy); er

(teacher), y (fly)

Term 4- Introduce magic ‘e’ long vowel sounds (face, rice, flute, bone), ‘c’ (city), eer (deer), air (hair)(ACELA1457) (ACELA1458)

Grammar &Vocabulary

Text Purpose- Explore how text forms have different purposes- Understand that the purpose shapes the structure of a text in

predictable ways (ACELA1443) (ACELA1447)

Text Structures- Identify the parts of a simple sentence using different

colours (ACELA1451)

Vocabulary- Increase knowledge of vocabulary for meaning making- Formal and informal vocabulary tone- Sight word knowledge and instant recognition- Past and present tense morphemes

(ACELA1454) (ACELA1452)

- Identify language features and vocabulary used to describe characters and events

- Build descriptive words useful for describing characters and events (eg building a character profile of the big bad wolf).

- Subject specific vocabulary (use word walls)

Comprehension

Authors- Discuss and extend knowledge of how authors create characters using

language and images- Discuss: What is an author? What does an author write?- Compare books by the same author (eg author focus)- Express preference for a particular author with reasons (eg what is

your favourite author? What do you like about your favourite authors work?).

(ACELT1581) (ACELT1583)

Visual Comprehension- Identify information about characters and events in images (facial

expressions, feelings etc.)- Draw a pictorial response to texts as a way to comprehend the text

and connect it to personal experience (ACELT1584)

Text Purpose- Identify and discuss differences between familiar, imaginative,

informative and persuasive texts(ACELA1447)

Text- Compare images in different texts (e.g. How are they the same?

How are they different?)- Discuss how images contribute to meaning and provide detail to

characters and events- Discuss characters and events in a range of literary texts and

share personal responses to these texts, making connections with students' own experiences

(ACELA1453) (ACELT1582) (ACELY1655) (ACELY1660)

Text Structures- Discuss features of plot, character and setting in different types of

literature- Explore some features of characters in different texts

- Identify patterns of repetition and contrast in simple texts (repeating sentences e.g. ’Run, run as fast as you can’t catch me I’m the Gingerbread man’)

- Describe differences between imaginative, informative and persuasive texts

(ACELY1658) (ACELT1584) (ACELA1448)

Literary RetellsPurpose- To record a literary retell

Structure- Introduction (title, who and

where)- Sequence main events- Personal preference (what

they thought about the story e.g. I liked this story because . . .)

Features- Links to opinion writing- Use full sentences to retell

(written and/or verbal)- Make connections to

personal experience(ACELT1586) (ACELT1581)

Comprehension SkillsBuild literal and inferred meaning about key events, ideas and information in texts- Connect information from texts to own

experience- Locate key information – scanning- Make inference about characters feelings

and motives- Build knowledge of topic and new

vocabulary through ‘before’,’ during’ and ‘after’ reading discussions

- Predict the next event, story or purpose of a text

- Retell a story or event- Respond to a text- Sequence a text- Discuss information acquired while

reading(ACELY1660) (ACELT1582) (ACELT1584) (ACELY1660) (ACELA1787)

Research Skills- Pose questions before reading- Select suitable research material

through the blurb, title and illustrations to determine pertinence and usefulness to research topic

- Record information gleaned from texts in the form of lists, brainstorms or labeled pictures.

(ACELA1450) (ACELA1453)

Reading Fluency & Expression

Develop Fluency and ExpressionProvide daily opportunities to- Read aloud at their level (to a peer, teacher, small group or

parent helper) to develop fluency and intonation- Build and practice strategies for decoding unfamiliar

vocabulary- Note: listen to students reading aloud regularly (so that their

reading level can be adjusted in small increments as ability develops)

Through the use of home readers students:- Practice decoding skills such as sounding out, looking for

patterns, looking for blends- Increase fluency- Practice phrasing- Begin to use intonation

(ACELY1659)

Text Processing StrategiesContextual, grammatical, semantic and phonic knowledge- Predict words based on initial sounds,

picture cues, and contextual clues- Monitor meaning through rereading- Use of illustrations, diagrams (sound and

movement in multimodal texts)- Self-correction of errors through use

semantic and phonic knowledge

Goals

Reading Recovery Leveled TextsExpected minimum home reading level at the end of Year 1: Reading level 12In order to achieve the standard required at each reading level, the student must demonstrate the following with confidence:- Large bank of automatic and fluent high frequency sight words including CVC words- A bank of strategies to decode unfamiliar words- Begin to use expression to increase understanding and provide audience interest- Able to comprehend literal and inferred meaning with confidence

(ACELY1659)

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 1Elements Understandings, Content & Strategies Achievement Standard

Writ

ing

Year

1

Text CreationUnderstandings (discussion based)

- Understand that written language of texts is specific to the text type and different from spoken language

(ACELA1447)

- Provide reasons why people write- Discuss the purpose and audience of a

range of text forms- Draw attention to the link between the

purpose of a text and the structure of the texts (ACELA1447)

- Draw attention to the different ways characters and events are represented in imaginative texts

- Identify ways in which imaginative texts are organized (including page numbers, title, author, illustrator, blurb on back page and type of illustrations used) (ACELA1450) (ACELT1584) (ACELT1581)

- Talk about how people and ideas are represented in informational or persuasive texts

- Describe the features of informative and persuasive texts (ACELA1450)

- Discuss the differences between imaginative, informative and persuasive texts (ACELY1658)

- Draw attention to devices authors and illustrators use to enhance the text and express emotion or opinion, such as different mediums used by illustrators, how the illustration makes you feel, POV of the image (eg close up, far away) print size and colour. (ACELT1584) (ACELY1661) (ACELY1664)

WritingWhen writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

Productive modes (speaking, writing and creating)Students understand how characters in texts are developed and give reasons for personal preferences.They create texts that show understanding of the connection between writing, speech and images.They create short texts for a small range of purposes.They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops.They correctly form all upper- and lower-case letters.

Text Processes

Planning- Identify and state the purpose and audience of own writing. Discuss the ideas that need

to be included- Provide opportunities to ‘talk’ about the text to be created prior to writing- Explicitly teach how to plan and write simple narrative, informative and persuasive texts

using graphic organisers(ACELA1447) (ACELY1661)

Drafting- Teach how to write simple narrative, informative and persuasive

texts- Provide ample opportunities to practice prior to independent writing

(ie joint planning and construction of text types)(ACELY1661)

Editing- Provide opportunities to re-read jointly

constructed, own and peer texts and discuss possible changes to improve meaning, spelling and punctuation

(ACELY1662)

Publishing- Share writing with buddies, parents, peers, small groups in verbal

or written form.- Provide opportunities to publish in a variety of ways including

digital texts (electronic story books)(ACELY1661) (ACELT1586)

Text CreationModelling

Joint ConstructionApplication

Imaginative Informative PersuasiveNarrative Poetry Recount Recount Instructional Report Advertisement

Simple narrativesPurpose- To entertain or inform the readers

Structure- Beginning- Middle- End

Features- Characters- Character descriptions (eg can be

based on images, props or prompts)- Character development through

stories and images- Emerging use of descriptive

adjectives(ACELY1661) (ACELT1586) (ACELA1453) (ACELT1581) (ACELT1584) (ACELA1447)

Acrostic poemsPurpose- To show what you know about

the topic/person/characterStructure- Name of person, place or thing

written vertically down a page- Single adjective using the

letters of noun (e.g.o Pinko Incredibleo Greedy)

Features- Nouns- Adjectives connect to the noun

written on the vertical plane(ACELA1448) (ACELT1585)

Personal recountsPurpose- To provide information about what

happened, when it happened, where it happened and who was involved

Structure- Orientation (who, when, where, what

and why)- 2 or more events- Conclusion

Features- Time language – first, then, next,

last- Written in 1st person- Past tense- School based events

(ACELY1661) (ACELA1447)

LettersPurpose- To convey information from one

party to anotherStructure- Greeting- Message to include questions and

sharing information- From (Sign Off)

Features- Purpose for letter writing- Demonstrate different types of

sentences (statements and questions)

- Audience to determine formality (adult or peer)

- Responding to letters received(ACELA1446)

ProceduresCollaborative approach after the construction of recipe or craftPurpose- To create a series of repeatable

steps, that when undertaken in the described sequence produce the desired product

Structure- Title- Materials/ingredients- Method

Features- Each step in the method starts with

a verb- Use images to illustrate steps and

final product- Title matches instructions

(ACELA1447) (ACELY1661) (ACELA1453)

Simple ReportsPurpose- To describe and classify information

Structure- Information about one thing

presented clearly- 2 or more connecting sentences

about one topic- Include images- Include labeled diagrams

Features- Factual information- Present tense- Classification, description, location

questions used to focus students thoughts

(ACELA1447) (ACELY1661)

PostersPurpose- To present a

pictorial message in order to influence others

Structure- Illustration- Short message

Features- To share

information- Encourage people

to do something – keep our school clean etc.

(ACELY1661) (ACELY1664)

Grammar

Sentence Structure- Discuss sentences by prompting with questions: What is a sentence? What

makes a proper sentence? What does a sentence need? Does this sentence make sense?

- Explicitly teach the use of syntax (rules of sentence structure) in context- Identify the parts of a simple sentence that represent ‘What’s happening?’,

‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances

- Demonstrate and use appropriate alternatives to lengthy ‘run on’ sentences (such as the removal of ‘and’ , replacing it with two or more sentences)

- Model how to create a complex sentence from a simple sentence(ACELA1451) (ACELA1449) (ACELY1661)

Types of Sentences- Increase awareness of different

types of sentences (eg commands, questions, statements, expressions of emotions)

- Explore the features of a sentence that determine the type of sentence through word choice and punctuation

(ACELA1451) (ACELA1449) (ACELY1661)

Expanding Sentences- Use adjectives

and adverbs to expand sentences

(ACELA1451)

Parts of SpeechNouns- Define nouns- Locate nouns in texts- Catergorise different types of nouns

(people, places, things)

Pronouns- Define pronouns- Locate pronouns in texts

Verbs (happenings and states)- Define verbs- Locate verbs in texts

Adjectives (qualities)- Define adjectives- Locate adjectives in texts- Catergorise different types of adjectives (size, colour,

texture, feelings)- Understand that adjectives provide details about

nouns

Adverbs (details of circumstance)- Locate adverbs in texts- Understand that adverbs provide details about when,

where and how things happen (verbs)(ACELA1452)

Morphemes- Explore past and present

tense using morphemes ‘ed’ and ‘ing’

- Recognise and use morphemes to create word families for example ‘play’ in ‘played’ and ‘playing’

- Explore plurals using morphemes ‘s’ and ‘es’

(ACELA1455)

Handwriting - Teach each letter explicitly and continue until students are fluent, legible and rapid.- Teach appropriate pencil grip and accurate letter formation and sizing. Use aids as necessary (dotted thirds, tri-pencils, pencil grips). (ACELY1663)

Write legibly using correct letter formation, sizing and acceptable pencil grip. Use unjoined upper case and lower case letters. (ACELY1663)

Recognise the names of the alphabet. (ACELA1458)

Spelling

Word Families- Create CVC word families to encourage rhyming

ability and onset and rime knowledgeSuggested word families

Revise initial sound-letter matches for each letter of the alphabet.Record each sound fluently as it is dictated to them.(ACELA1458)

Develop knowledge of common and acceptable letter combinations, letter sequences and the use of certain letters such as vowels. (ACELA1458)

Spell CVC and VC words using sound-letter matches(ACELA1778)

Build phonological awareness skills to spell unfamiliar words through syllabification and segmentation. (ACELA1457) (ACELA1778)

Fluently spell an increasing bank of sight words. Use weekly spelling lists targeted to individual student levels.(ACELA1459)

o asho isho uck

o allo ingo eepo ail

(ACELT1585)

Punctuation & Editing

Punctuation- Identify punctuation features of sentences such as, every sentence begins with a capital letter and ends with one form of punctuation (eg full stop, exclamation mark).- Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands- Write simple sentences using correct punctuation.

(ACELA1449) (ACELY1661)

Editing- Reread student's own texts and discuss possible changes to improve punctuation- Write corrections to selected teacher identified errors (usually common sight

words, CVC, VC, and then increasing to CCVC and CVCC words. (ACELY1662)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 1Elements Understandings, Content & Strategies Achievement Standard

Spea

kin

g &

Lis

ten

ing

Yea

r 1

Interaction Skills

Responding to Others- Respond to others in formal

and informal situations- Practice asking for help,

making offers, giving compliments and instructions

- Listen for a specific purpose- Follow 1 or 2 simple

instructions(ACELA1446) (ACELY1788) (ACELY1656) (ACELY1657)

Setting- Explore formal and

informal language use

(ACELA1454)

Facial Expressions and Feelings- Explore how facial

expressions and gestures combine to create communication

- Mime various expressions for students to identify

- Explore ways of expressing emotions through visual, verbal, body language and facial expressions

(ACELA1444) (ACELA1446) (ACELA1787)

Body Movement and LanguageThrough role modelling and opportunities to practice, students develop an understanding of the different roles in speaking and listening. They begin to engage in active listening.ListenerPosture- showing interest- hands and body still and positioned facing the speaker

Gestures- use appropriate and agreed upon gestures to show understanding (eg nodding head to show understanding),

confusion and how they feel about the topic of discussionSpeakerPosture- Maintain eye contact with the audience (not just the teacher)- Keep body as still as possible (movement to be kept to a minimum)- Upright and open posture

Gestures- Students will use natural hand gestures to communicate

Understanding Body Language- Draw attention to the body language of the listener

(ACELA1444) (ACELA1446) (ACELY1788)

Vocal SkillsListener- No interrupting when speaker is talking- Respond to others through appropriate

comments and questions- Take turns in discussions- Recognise the contribution of others

Speaker- Clear pronunciation of words and sounds- Speak in clear sentences

(ACELY1656) (ACELY1788)

Speaking and ListeningThey listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Receptive modes (listening, reading and viewing)By the end of Year 1, students make connections to personal experience when explaining characters and main events in short texts. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features.

Productive modes (speaking, writing and creating)Students understand how characters in texts are developed and give reasons for personal preferences.They create texts that show understanding of the connection between writing, speech and images.They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Communication (Understanding) - Understand that people communicate using different systems to cater for different needs and purposes (i.e. Braille, Aslan, Com-pic etc.)

- Explore how signs and symbols are used for communication in school or the community (eg traffic signs, picture cues, communication/story boards). (ACELA1443)- Explore language differences between home and school (ACELA1443)

Presentation Skills

Oral Presentations- Events Based News: recounting an event in sequence- Object Based News: speaking about an object brought in and describing it

(type of object, parts of the object, use of the object, location of object)- Share a book report about a favourite text

Purpose- To share events, knowledge and stories for the benefit of their peers

Structure- Greeting- Opening statement- Details- Thank you

Features- Emerging full sentence structure- Begin to sequence content for an intended purpose- Begin to use props and images to assist in oral presentation

(ACELY1655) (ACELA1444) (ACELY1657) (ACELY1656) (ACELY1788) (ACELA1787) (ACELT1582)

Oral DiscussionAs part of everyday classroom usePurpose- To engage in dialogue about a particular topic in order to define and

redefine knowledgeStructure- Provocation (what is being discussed)- Turn taking- Teacher facilitated

Features- Share feeling and thoughts- Respond to texts (favourite stories, etc.)- Comment on people and places beyond immediate experience- Share illustrations- Practice and extend vocabulary- Respond to provocations and to others- Begin to ask questions- Able to answer questions (encourage full sentence responses)

(ACELA1443) (ACELT1583) (ACELY1656) (ACELT1581) (ACELY1658)

Performance – Role PlayingPurpose- To engage other players in a role play

scenarioFeatures- Varying volume, tone and intonation whilst

staying in character- Mimic the actions of society roles and norms.

(ACELA1787) (ACELA1446) (ACELA1444)

Performances – Narrative based- Puppet Shows- Plays- Story re-enactments

Purpose- To engage an audience- To tell an oral story

Structure- Orientation- Complication- Resolution

Features- Vary volume, tone and intonation reflecting purpose

and understanding of character- Use body position and gestures to engage with the

audience(ACELT1586) (ACELA1446) (ACELA1444)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 1GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUM ICT Competence ICT Critical and Creative

Thinking CCT Ethical Behaviour ETHPersonal and

Social Competence P&S

Intercultural Understanding ICU

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander histories

& cultures ATSI

Asia & Australia’s engagement with Asia ASIA

Sustainability SUS

ENGLISH

Language

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443) ICU, CCT, P&S, ATSI, ASIA

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) ICU P&S

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) P&S, CCT

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) ICU, P&S

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) CCT, SUS

Understand patterns of repetition and contrast in simple texts (ACELA1448) CCT

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) ICT, NUM

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

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) (ACELA1452)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) CCT, SUS

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) P&S

Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)

Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

Understand the variability of sound — letter matches (ACELA1459)

LiteratureDiscuss how authors create characters using language and images (ACELT1581) ICU CCT ATSI, ASIA

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) P&S CCT

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583) CCT

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) CCT

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) ICU, ATSI, ASIA

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) ICT, CCT, ATSI, ASIA

Literacy

Respond to texts drawn from a range of cultures and experiences (ACELY1655) ICU, P&S, CCT, ATSI, ASIA

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) ICT, P&S, CCT

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788), P&S

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)P&S

Describe some differences between imaginative informative and persuasive texts (ACELY1658) CCT

Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) CCT

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) P&S, ICT, CCT

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) CCT

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

Write using unjoined lower case and upper case letters (ACELY1663)

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)ICT

MATHEMATICSProficiency

StrandsUnderstandingincludes connecting names, numerals and quantities, and partitioning numbers in various ways

Fluency includes counting number in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week

Problem Solvingincludes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discusing the reasonableness of the answer

Reasoningincludes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data, and explaining patterns that have been created

Number & AlgebraDevelop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) LIT, ICU ASIA

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) LIT CCT

Count collections to 100 by partitioning numbers using place value (ACMNA014) LIT, CCT

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) LIT, CCT

Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016) LIT, CCT

Recognise, describe and order Australian coins according to their value (ACMNA017) LIT, ICU, ASIA

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018) CCT

Measurement & Geometry

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) LIT

Tell time to the half-hour (ACMMG020) LIT Describe duration using months, weeks, days and hours (ACMMG021) LIT P&S

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022) CCT

Give and follow directions to familiar locations (ACMMG023) LIT, CCT

Statistics & Probability

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) LIT, CCT

Choose simple questions and gather responses (ACMSP262) LIT Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) LIT, CCT

SCIENCEScience

UnderstandingLiving things have a variety of external features (ACSSU017) LIT, NUM

Living things live in different places where their needs are met (ACSSU211) LIT, CCT, SUS

Everyday materials can be physically changed in a variety of ways (ACSSU018) LIT, CCT

Observable changes occur in the sky and landscape (ACSSU019) LIT, CCT, NUM, SUS

Light and sound are produced by a range of sources and can be sensed (ACSSU020) CCT

Science as a human endeavour

Science involves asking questions about, and describing changes in, objects and events (ACSHE021) LIT, P&S, CCT SUS People use science in their daily lives, including when caring for their environment and living things (ACSHE022) ETH, P&S, ATSI, SUS

Science Inquiry Skills

Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) LIT, P&S, CCT

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025) LIT, NUM, CCT, P&S

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026) NUM, ICT, P&S

Use a range of methods to sort information, including drawings and provided tables (ACSIS027) LIT, NUM, CCT

Through discussion, compare observations with predictions (ACSIS212) LIT, P&S, CCT

Compare observations with those of others (ACSIS213) LIT, CCT, P&S

Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029) LIT, CCT, P&S

HISTORYKey Inquiry Questions

How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past? How do we describe the sequence of time?

Historical Knowledge &

Understanding

Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028) LIT, CCT, P&S, ICU, ATSI

How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029) LIT, NUM, P&S, ICU, ATSI, ASIA

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030) LIT, CCT, P&S

Historical SkillsSequence familiar objects and events (ACHHS031) LIT, NUM, P&S

Distinguish between the past, present and future (ACHHS032)LIT, NUM, CCT

Pose questions about the past using sources provided (ACHHS033) LIT, CCT, P&S

Explore a range of sources about the past (ACHHS034) LIT, CCT

Identify and compare features of objects from the past and present (ACHHS035) LIT, CCT

Explore a point of view (ACHHS036)LIT, NUM, CCT, P&S

Develop a narrative about the past. (ACHHS037) LIT, P&S

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038) LIT, ICT

Australian Curriculum – English Links with other Curriculum Areas (Continued): Term 1 Term 2 Term 3 Term 4 Year 1GEOGRAPHY

Inquiry QuestionsWhat are the different features of places? How can we care for places? How can spaces within a place be rearranged to suit

different purposes? Key ConceptsPlace (personal & local scale) Space (personal & local scale) Environment (personal & local scale)

Geographical Knowledge & Understanding

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005) LIT, NUM,CCT, ATSI, SUS

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006) LIT, NUM, CCT, ATSI

The ways the activities located in a place create its distinctive features (ACHGK007) LIT, CCT

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008) LIT, NUM, CCT, P&S

Geographical SkillsPose questions about familiar and unfamiliar places (ACHGS007) LIT, CCT

Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) LIT, ICT, CCT, ATSI

Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009) LIT, NUM, CCT

Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010) LIT, CCT

Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011) LIT, NUM, ICT, CCT

Reflect on their learning and suggest responses to their findings (ACHGS012) LIT, CCT, P&S, SUS

THE ARTS

DanceExplore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS

Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002) LIT, NUM, CCT, P&S

Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003) NUM, CCT, P&S, ATSI, ASIA, SUS

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004) NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027) LIT, ICT, CCT, P&S, SUS

Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028) LIT, NUM, CCT, P&S, SUS

Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029) LIT, ICT, CCT, P&S, ICU, ATSI, ASIA, SUS

Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicDevelop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080) LIT, NUM, ICT, CCT

Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081) LIT, ICT, CCT, ICU, ATSI, ASIA, SUS

Create compositions and perform music to communicate ideas to an audience (ACAMUM082) LIT, NUM, ICT, CCT, P&S

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsExplore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) ICT, NUM, CCT, ICU, ATSI, ASIA, SUS

Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) LIT, ICT, CCT, SUS

Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056) LIT, NUM, ICT, CCT, P&S, ICU, ASIA, SUS

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057) LIT, NUM, CCT, ICT, P&S, ICU, ATSI, ASIA, SUS

Visual ArtsExplore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) LIT, NUM, ICT, CCT, ICU, ATSI, ASIA, SUS

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) LIT, NUM, IC, CCT, P&S, ASIA, SUS

Create and display artworks to communicate ideas to an audience (ACAVAM108) LIT, CCT, P&S, ATSI, ASIA

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) LIT, ICT, CCT, P&S, ETH, ICU, SUS

Explore how technologies use forces to create movement in products (ACTDEK002) LIT, NUM, CCT, ATSI, ASIA

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003) LIT, CCT

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004) NUM, ICT

Processes & Skills

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) LIT, NUM, CCT, P&S, ETH, SUS

Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006) NUM

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) LIT, NUM, ICT, CCT, ETH, SUS

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) LIT, NUM, ICT, CCT, ETH, SUS

Sequence steps for making designed solutions and working collaboratively (ACTDEP009) LIT, NUM, ICT, CCT, P&S, ETH, SUS

Digital TechnologiesKnowledge & Understanding

Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001) LIT, NUM, CCT

Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001) LIT, NUM, ICT, CCT

Processes & Skills

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003) LIT, NUM, ICT, CCT, P&S

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) NUM, ICT

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) ICT, CCT, P&S

Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006) LIT, ICT, CCT, P&S, ETH, ICU, ATSI, ASIA

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) LIT, CCT, P&S

Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) LIT, NUM, CCT, P&S, ICU

Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) LIT, NUM, CCT, P&S

Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) LIT, CCT, P&S

Describe ways to include others to make them feel that they belong (ACPPS019) LIT, CCT, P&S, ETH

Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) LIT, CCT, P&S, ETH, ATSI

Examine health messages and how they relate to health decisions and behaviours (ACPPS021) LIT, CCT, P&S

Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) LIT, CCT, P&S, SUS

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023) LIT, CCT

Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) LIT, CCT, SUS

Movement & Physical Activity

Perform fundamental movement skills in different movement situations (ACPMP025) LIT, NUM, CCT, P&S

Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) NUM, CCT, P&S

Create and participate in games (ACPMP027) LIT, NUM, CCT, P&S

Discuss the body’s reactions to participating in physical activities (ACPMP028) LIT, NUM, CCT, P&S

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) LIT, NUM, CCT

Use strategies to work in group situations when participating in physical activities (ACPMP030) LIT, CCT, P&S

Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031) LIT, CCT, P&S

Identify rules and play fairly when participating in physical activities (ACPMP032) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests[Key concepts: self, family; Key processes: playing, imitating](ACLINC001)

Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning[Key concept: play; Key processes: singing, chanting, drawing](ACLINC002)

Participate with teacher and peers in class routines and activities, including following instructions and taking turns[Key concepts: routine, sharing; Key processes: shared reading, following instructions](ACLINC003)

Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks[Key concepts: literacy, numeracy; Key processes: selecting, sorting, matching](ACLINC004)

Give factual information about self, family and significant objects using labels, captions and descriptions[Key concepts: self, favourite; Key processes: describing, showing](ACLINC005)

Participate in shared reading and play-acting, and respond through singing, chanting, action and movement[Key concepts: character, story; Key processes: playing, choral reading; Key text types: fairy tale, fable, comic, cartoon, song, rhyme](ACLINC006)

Use familiar words, phrases and patterns to create captions and participate in shared performances and games[Key concept: performance; Key processes: performing, singing, dancing; Key text types: chant, song, poster, puppet show](ACLINC007)

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings[Key concepts: similarity, difference; Key process: noticing](ACLINC008)

Create captions, labels and statements for the immediate learning environment in both Indonesian and English[Key concepts: etiquette, respect, equivalence; Key processes: labelling, displaying](ACLINC009)

Notice what may look or feel similar or different to own language and culture when interacting in Indonesian[Key concepts: communication, respect; Key processes: noticing, comparing](ACLINC010)

Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity[Key concept: self; Key processes: describing, noticing](ACLINC011)

Understanding

Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet[Key concept: pronunciation; Key processes: reading aloud, mimicking](ACLINU012)

Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns](ACLINU013)

Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions[Key concept: text; Key processes: recognising, identifying](ACLINU014)

Recognise that ways of greeting and addressing others may change according to cultural norms[Key concepts: appropriateness, respect; Key processes: noticing, selecting](ACLINU015)

Develop awareness that Indonesian and English borrow from each other.[Key concept: borrowing; Key process: observing](ACLINU016)

Notice that the languages people use and the way they use them relate to who they are and where and how they live.[Key concepts: norm, culture; Key process: making connections] (ACLINU017)

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 2Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their

knowledge about the

English language and how it works.

Language variation and change

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Reading and viewing

By the end of Year 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

WritingStudents create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Speaking and listeningThey listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

Language for interaction

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Expressing and developing ideas

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)Sound / letter knowledge Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

Literacy

Students develop the

knowledge and skills to

interpret and create spoken, written, visual & multimodal

texts.

Texts in context Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Interpreting, analysing and evaluating

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Responding to literature

Compare opinions about characters, events and settings in and between texts (ACELT1589)Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Creating literature

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 2

Elements Understandings, Content and Strategies Achievement Standard

Read

ing

& Vi

ewin

g Ye

ar 2

Print Texts Electronic TextsReading and viewingBy the end of Year 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Receptive (listening, reading & viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Concepts of Print & Screen

Concepts of Print - book- Identify elements of the text used to locate and organize information

o page layouto page numberingo table of contentso headings & Titleso fiction or non-fiction

- Understand how alphabetical order is used in glossaries and dictionaries(ACELA1463) (ACELA1465) (ACELA1466) (ACELA1467)

Concepts of Print - text- Identify various forms of punctuation in texts (full stops, question marks, exclamation marks,

apostrophes, speech marks, commas, etc)- Identify capital letters used for proper nouns- Understand how commas separate items in a list- Understand how punctuation indicate the type of sentence being used

Functions and Organisation of Electronic features- Identify how navigation bars and drop down menus assist in the organization

of an electronic text- Identify how navigation bars and drop down menus assist in text creation- Confidently navigate known websites and learning tools (e.g. interactive story

books/apps)- Understand how screen layout can affect navigation and comprehension

(ACELA1466) (ACELT1593)

Phonological Awareness

Phonological Awareness FocusRhyme, Sound and Word Patterns- Explore rhythmic sound and word patterns in poems, chants, rhymes and songs- Reproduce and experiment with rhythmic, sound and word patterns- Consolidate knowledge and use of onset and rime to read and spell- Consolidate sound and letter matches. By the end of Year 2, students need to know

how to represent every sound using one or more graphemes.

Morphemes- Understand how morphemes are used to create new words- Identify prefixes and suffixes in texts- Teach the following prefixes and suffixes

o ‘ly’ to make adverbs such as in ‘slowly’o ‘er’ for comparative language such as ‘faster’ and ‘longer’o ‘est’ for superlatives such as ‘biggest’ and ‘longest’o ‘ing’ for present tense verbs such as ‘walking’ and ‘hopping’o ‘ed’ for past tense verbs such as ‘walked’o ‘ness’ to form an abstract noun denoting quality and state such as ‘darkness’,

‘goodness’ and ‘kindness’)- Use prefixes and suffixes to create new words

Syllables- Explain the difference between syllables, morphemes and sounds- Use syllabification to assist in segmenting and blending unfamiliar words

(ACELA1472) (ACELA1471) (ACELA1474) (ACELT1592)

Grammar &Vocabulary

Text Purpose- Explore how the vocabulary usage suits the intended audience and

purpose of the text- Explore how text structures and language features serve the

purpose of the text (to entertain, inform or persuade)(ACELA1463)

Text Structures- Explore compound sentences in texts and how/why they are

used- Explore nouns in texts and identify the three types of nouns

(common, proper and pronouns)

(ACELA1467) (ACELA1468)

VocabularyIncrease knowledge of- Vocabulary for meaning making- Formal and informal tone- Past and present tense morphemes- Subject specific vocabulary (use word walls)- Language for appreciation of texts and people- Sight words (sequenced progressively and consolidated over the year)

(ACELA1462) (ACELA1470) (ACELA1464)

ComprehensionModelledGuided

Application

Authors- Explore how authors depict characters in print, sound

and images- Explore how characters are constructed in various

text types (eg characters such as foxes in fairy tales are represented in a certain way)

- Explore how author’s create texts from a specific point of view

(ACELT1587)

Text Purpose- Identify aspects of texts that entertain- Give reasons for personal preference for

texts- Identify a text’s purpose through its

language features and structure(ACELT1590) (ACELA1463)

Literary RetellsPurpose- To record a literary retell of main

eventsStructure- Introduction (title, who and where)- Sequence a series of events- Personal preference (what they

thought about the story e.g. I liked this story because . . .)

Features- Links to opinion writing- Use full sentences to retell (written

and/or verbal)(ACELT1590)

Comprehension SkillsBuild a bank of strategies in order to analyse and comprehend literal and inferred meaning about key events, ideas and information in texts.- Connect own experiences to text- Connect and compare texts to other texts- Connect information between print and image- Activate prior knowledge and build on it- Make inferences- Summarize information- Scan and skim for key words and phrases- Identify patterns of repetition and contrast in simple texts- Complete text innovations following the same pattern or

sentence structure- Ask and answer questions

Research Skills to comprehend- Record questions in writing before reading- Predict suitability of text for use based on front cover- Predict suitability of text by completing through a quick

‘flick through’. Use content pages, illustrations, chapter headings and sub-headings

- Understand and know how to use alphabetically ordered texts – encyclopedias, dictionaries, indexes

- Record and collate research using a graphic organizer (eg mind map)

(ACELY1670) (ACELT1589) (ACELT1591) (ACELT1593) (ACELY1665) (ACELA1464) (ACELY1666)Visual Comprehension

- Identifying visual representation of a character’s actions, reactions, speech and thought processes- Consider how these images add to, contradict or multiply the meaning of the accompanying words

(ACELA1469)

Reading Fluency & Expression

Reading Expression- Use a range of decoding skills (eg sounding out, blends/

chunking, onset/rime)- Read less supportive and predictable texts with confidence- Increase fluency through repeated readings, frequent and

regular reading aloud practice- Read with natural phrasing, rhythm and intonation (prosody)(ACELY1669)

Text Processing StrategiesContextual, Grammatical, Semantic and Phonic knowledge- Monitor meaning by self-correcting, re-reading, predicting unknown words through the use of

illustrations, diagrams, sound and movement in multimodal texts- Use semantic knowledge to increase fluency and expression- Use contextual knowledge to increase fluency and expression- Use phonic knowledge to increase fluency and expression(ACELY1669) (ACELY1670)

Goals

Reading Levelled TextsExpected minimum home reading level at the end of Year 2 is level 20.In order to achieve the standard of each reading level, the following must be seen:- Natural phrasing and rhythm, allowing for pauses to decode complex words or phrases.- Comprehension of literal and inferred information contained within the text- Use of expression to increase enjoyment and show understanding of what is being read

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 2Elements Understandings, Content & Strategies Achievement Standard

Writ

ing

Year

2

Text CreationUnderstandings

Read a wide range of literature aloud.Identify and discuss the features of the text. (ACELT1589) (ACELA1463)

Explore various texts and identify their structure. (ACELT1590) (ACELA1463)

Identify and discuss the language used in specific text types. (ACELT1591) (ACELA1462) (ACELA1463)

Build vocabulary to use when writing to show appreciation for texts and the qualities of people and things. (ACELA1470)

Discuss the purpose of a piece of writing and the ideas that need to be included. (ACELY1665)

WritingStudents create texts that show how images support the meaning of the text. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

Text Processes

Planning- Discuss the purpose and audience of own writing- Discuss the ideas that need to be included- Teach how to use graphic organisers to plan writing(ACELY1668) (ACELY1671) (ACELY1674)

Drafting- Teach how to write simple narrative, informative and persuasive

texts. Note: provide ample opportunities to practice prior to independent writing (ie joint planning and construction of text types).

(ACELY1671)

Editing- Provide opportunities to re-read jointly constructed, own and

peer texts and discuss possible changes to improve meaning, spelling and punctuation

(ACELY1672) (ACELA1465)

Publishing- Share writing with buddies, parents, peers, small groups in verbal or

written form- Provide opportunities to publish in a variety of ways including digital

texts (electronic story books)(ACELY1671) (ACELY1674)

Text CreationModelling

Joint constructionApplication

Imaginative Informative PersuasiveNarrative Poetry Recount Instructional Report Argument Advertisement

NarrativePurpose- To entertain or inform the

readersStructure- Introduce formal text

structureo Orientationo Conflicto Resolution- Sustained, logical

sequence of eventsFeatures- Past tense use- 3rd person- Illustration to support the

meaning of the text(ACELA1466) (ACELT1590) (ACELT1591) (ACELT1593) (ACELA1469)

Shape poemsPurpose- To describe a

person/character/thing in the shape of that object

Structure- Poems in the

shape of the object being described

Features- Adjectives and

adjective phrases

- Synonyms(ACELY1671) (ACELT1592)

Formal RecountsPurpose- To provides information

about what happened, when it happened, where it happened and who was involved

Structure- Orientation- Events- Re-orientation

Features- Time language – after,

meanwhile, following, afterwards

- Defined paragraphs for each event

- 1st person- Image to support the

meaning of the text(ACELY1674) (ACELA1460)

Recount: timelinesCreate timelines collaboratively as whole class and in small groups.Purpose- To visually display a list of

events in chronological order

Structure- Arrows on each end of the

timeline- Regular time intervals- Clearly labeled- Clear title linked to

informationFeatures- Explore purpose of timelines

and use in history to show how historical items have developed over time.

(ACELY1674) (ACELA1466)

Construction ManualsSuggestion - To be completed after a product has been made (shared experience)Purpose- To provide basic insight into

a process in logical sequential steps

Structure- Title (goal – a statement of

what is to be achieved)- Materials/equipment- Method (sequenced steps to

achieve goal)Features- Written in present tense- Each step to start with a

verb- Use images to illustrate

steps and final product where possible

- Creating lists separated by commas

(ACELA1465) (ACELA1460)

Simple ReportsPurpose- To describe and classify

informationStructure- Introduce text structureo Classificationo Description (of physical

appearance)o Locationo Conclusion

Features- Each report section is

written as a paragraph (2 or 3 sentences about one idea)

- Headings for each section- Introduce images into the

report with captions- Include labeled diagrams

(ACELY1674) (ACELY1671)

Simple expositionPurpose- To persuade the reader to listen to

a particular opinionStructure- Opening statement of position- Two or more reasons to support- Closing statement

Features- Persuasive language and phrases

(I believe that . . . I like . . . We can solve this by . . .)

- Casual language – so, because- Attitude – good or bad- Modality – will- Conjunctions – first, finally- Present tense- Paragraphs (i.e. 2 or more

sentences about the same idea)(ACELA1466) (ACELT1589) (ACELY1665) (ACELY1668) (ACELA1470)

PostersPurpose- To persuade or provoke

the reader/viewer to act, think or buy something in response to the poster content

Structure- Large, colour title- Clear illustrations- Simple, persuasive

message- Limited content – not too

much detail- Spacing and positioning on

pageFeatures- Language used should

persuade others to do, think or buy something (eg bargain! Only $3.99, save $4)

(ACELT1587) (ACELY1671) (ACELA1470)

Grammar

Sentence Structure- Identify the parts of a simple

sentence using different colours- Explore compound sentences in texts- Explore how and why compound

sentences are used- Create compound sentences using

coordinating conjunctions (eg ‘because’, ‘and’)

(ACELA1467) (ACELA1468)(ACELA1472)

Paragraph Structure- Model how to group together sentences

with similar information(ACELA1467)

Parts of Speech- Locate verbs, adjectives and adverbs

in texts- Define verbs, adjectives and adverbs(ACELA1468)

Nouns- Define nouns and noun groups- Explore and explain how noun groups

are used- Use adjectives and articles to expand

and describe the noun to create noun groups

- Categorise nouns into groups: common, proper, abstract, compound and collective

- Apply pro-nouns when writing(ACELA1467)(ACELA1468)

MorphemesRecognise common prefixes and suffixes and how they change the meaning of a word (ACELA1472)

Cohesive devices- Explore the use of antonyms, synonyms

and word associations to make texts cohesive

(ACELA1464)

Handwriting Write legibly using correct letter formation, sizing and acceptable pencil grip. Recognise the names of the alphabet. Use unjoined upper case and lower case letters (ACELY1673)

Write legibly with growing fluency using acceptable pencil grip and attention to correct letter formation. Use unjoined upper case and lower case letters (ACELY1673)

SpellingApply known sound-letter matches. (ACELA1474) Understand how to use digraphs, long vowels, blends

and silent letters to spell words. (ACELA1471)Understand and use morphemes and syllabification to break up simple words. (ACELA1471)

Use visual memory to write a small bank of irregular words correctly.Practice and increase bank of sight words(ACELA1471)

Use a small range of strategies and skills to attempt to spell less familiar or unknown words (eg chunking, sounding out).Continue to teach spelling strategies. (ACELA1471)

Punctuation & Editing

Punctuation- Write simple sentences using correct punctuation- Understand how and why commas are used in lists- Use commas to separate items in a list(ACELY1672)

Editing for Spelling- Identify spelling errors in the work of others- Make corrections to errors identified by others(ACELY1672)

Editing for Meaning- Teach students how to use proofreading and editing to refine

their writing- Begin to proofread and edit own writing including restructuring

sentences to improve meaning (eg adding adjectives, adding missing words, deleting words, adding punctuation)

(ACELY1672) (ACELA1465)

Editing for Punctuation- Begin to identify and correct punctuation errors in own writing

(eg adding full stops, commas, and capital letters for names and sentence boundaries)

(ACELY1672)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 2Elements Understandings, Content & Strategies Achievement Standard

Spea

king

& L

iste

ning

Yea

r 2

Interaction Skills

Responding to others- Listen for a specific purposes and information- 2 or 3 step simple instructions- Listen in order to extend students’ own and

others' ideas in discussions(ACELY1666) (ACELA1460)

Greetings and Expressions- Recognise and use common phrases used by

the class and community- Greetings (good morning etc)- Expressions of politeness (please, thank you,

may I . . .)- Explore culturally specific greeting and

expressions of politeness (eg saying ‘good morning’ in Indonesian)

(ACELY1789) (ACELA1460)

Setting (formal and informal)- Explore the differences between

giving a presentation and talking to friends

- Explore how terms of address are used to signal different kinds of relationships (eg formal situations and casual situations) (ACELA1461)

Body Movement and LanguageListenerPosture- Hands and body still and positioned facing the speakerGestures- Use appropriate and agreed upon gestures to show understanding (eg nodding head to show understanding),

confusion (eg raising hand to ask a clarifying questions) and how they feel about the topic of discussion(ACELY1666)SpeakerPosture- Maintain eye contact with the audience (not just the teacher)- Keep body as still as possible (movement to be kept to a minimum)- Upright and open postureGestures- Use natural hand gestures to communicateUnderstanding Body Language- Identify the body language of the listener to determine whether they are understanding what is being said and how

they feel about it(ACELY1789)

Vocal SkillsListener- No interruptions when speaker is talking- Respond to others through comments and

questions- Turn taking in discussions(ACELY1666)Speaker- Clear articulation of words and sounds- Speaking in clear sentences- Able to adjust volume depending on the

size of the audience- Able to vary tone, volume and pace in

order to engage the audience(ACELY1789)

Speaking and listeningThey listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

Receptive (listening)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events.Students make connections between texts by comparing content.They listen for particular purposes.They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons.

They use a variety of strategies to engage in group and class discussions and make presentations.

Facial Expressions and Feelings- Recognise a range of facial

expressions and mirror them- Identify the corresponding facial

expressions with a feeling- Express appropriate feelings and

articulate why they feel a certain way(ACELA1462)

Communication (understandings)

Understand that the different modes of communication (written, verbal and visual) have different features and are presented in different ways (eg discuss difference between a formal letter and a casual conversation). (ACELA1460)

Understand that the mode of communication varies depending on audience, purpose, context and cultural background. (ACELA1460)

Understand how the use of interpersonal language resources (such as vocabulary, volume, tone, pace) varies depending on context (eg formal or informal settings) (ACELA1461)

Understand that language varies when people take on different roles in social and classroom interactions. (ACELA1461)

Role play classroom and social interactions focusing on language variations (tone, vocabulary, body language)(ACELA1460) (ACELA1461) (ACELA1462)

Presentation Skills

Oral PresentationsPurpose- To share information with an audience

Structure- Planned- Greeting- Content- Question time- Conclusion- 2 – 3 mins.

Features- Speak in full sentences- Logical sequence of content- Speak clearly, using correct pronunciation- Consolidate vocal skills and postures- Listen for specific information

(ACELA1462) (ACELY1667) (ACELY1671)

Poetry: ChantPurpose- To entertain or inform the readers

Structure- ABAB or AABB rhyme structure- Rhythm patterns (stress and intonation)

Features- Chant innovation (take a familiar chant

and replace the words to create a new chant with the same rhythm pattern)

- Alliteration- Rhyme- Present chant with rhythmic, and

expressive voice with appropriate phrasing

(ACELY1667) (ACELY1671)

Story TellingPurpose- To tell an oral story

Structure- Orientation- Complication- Resolution

Features- Use visual prompts to assist students in

creating an oral story- Vary tone, volume and pace to engage

audience- Use full sentences

(ACELA1462) (ACELY1671)

DiscussionsDiscussions happen continually through the day. Students need opportunities to:- Initiate topics- Make positive statements- Voice disagreements in an appropriate manner

Purpose- To engage in dialogue about a particular topic in order to define

and redefine knowledgeStructure- Provocation (to initiate conversation or discussion around a

particular topic or thought)- Turn taking- Teacher facilitated

Features- Share, respond, and clarify thoughts and feelings- Practice and extend vocabulary- Respond to provocations- Begin to ask questions such as ‘I’m curious about’, ‘I wonder why

. . . ‘- Able to answer questions- ‘I like the way you…’, ‘I agree that …’, ‘I have a different

thought…’, ‘I’d like to say something different…’- Paraphrase a partner’s thoughts or ideas (e.g think/pair/share)- Ask relevant questions and make connections with personal

experiences and the contributions of others- Brainstorm topics, contribute ideas and acknowledging the ideas

of others(ACELY1666) (ACELY1789)

Performances- Reader’s theatre, puppet shows, plays etc.

Purpose- To engage an audience

Features- Vary volume, tone and intonation- Reflect purpose and understanding of

character- Select appropriate content to include (ie

enough detail to create a story, but not too much detail to bore the audience)

- Use body position and gestures to engage with the audience

(ACELY1667)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 2GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUM ICT Competence ICT Critical and Creative Thinking CCT Ethical Behaviour ETH Personal and Social

Competence P&SIntercultural

Understanding ICUCross-Curriculum

Priorities

Aboriginal & Torres Strait Islander histories &

cultures ATSI

Asia & Australia’s engagement with Asia

ASIASustainability SUS

ENGLISH

Language

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)ICU, ATSI, CCT, P&S, ATSI, ASIA

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)P&S, CCT

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)CCT, ETH, P&S, ICU

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) NUM, ICT

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) CCT

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470) CCT, SUS

Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)

LiteratureDiscuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)ICU, CCT, ETH, ATSI

Compare opinions about characters, events and settings in and between texts (ACELT1589)P&S, CCT, ETH, ICU

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) P&S, ICU, CCT, ICT

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)ICU, CCT, ATSI

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)CCT, ICU

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)ICT, CCT

Literacy

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)CCT, ICU, ATSI, ASIA

Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)P&S, CCT

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)P&S, CCT, ICT

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)P&S, CCT

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)CCT, P&S, SUS

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) CCT

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)CCT, P&S

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) CCT

Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)ICT, CCT

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)ICT

MATHEMATICS

Proficiency Strands

Understandingincludes connecting number calculations with counting sequences, partitioning and combining numbers flexibly, identifying and describing the relationship between addition and subtraction and between multiplication and division

Fluencyincludes counting numbers in sequences readily, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations

Problem Solvingincludes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape

Reasoningincludes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations, and creating and interpreting simple representations of data

Number & Algebra

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. (ACMNA026) LIT

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)LIT

Explore the connection between addition and subtraction (ACMNA029)CCT

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)LIT, CCT

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)CCT

Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)CCT

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)CCT, LIT

Count and order small collections of Australian coins and notes according to their value (ACMNA034)LIT

Describe patterns with numbers and identify missing elements (ACMNA035)CCT

Solve problems by using number sentences for addition or subtraction (ACMNA036) CCT

Measurement & Geometry

Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) LIT

Compare masses of objects using balance scales (ACMMG038) CCT

Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039) LIT

Name and order months and seasons (ACMMG040) LIT, ATSI

Use a calendar to identify the date and determine the number of days in each month (ACMMG041) LIT

Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) LIT, ICT

Describe the features of three-dimensional objects (ACMMG043)LIT

Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) LIT, CCT

Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)LIT, ICT, CCT

Identify and describe half and quarter turns (ACMMG046) LIT, CCT

Statistics & Probability

Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047) LIT

Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048) LIT, CCT, SUS

Collect, check and classify data (ACMSP049) LIT, CCT

Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) LIT, CCT

SCIENCEScience

Understanding

Living things grow, change and have offspring similar to themselves (ACSSU030)CCT

Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) CCT, SUS

Earth’s resources, including water, are used in a variety of ways (ACSSU032)CCT, ETH, SUS

A push or a pull affects how an object moves or changes shape (ACSSU033) CCT

Science as a human endeavour

Science involves asking questions about, and describing changes in, objects and events (ACSHE034) NUM, CCT, P&S, SUS People use science in their daily lives, including when caring for their environment and living things (ACSHE035) ETH, P&S, ATSI, SUS

Science Inquiry Skills

Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037) LIT, CCT, P&S

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038) LIT, CCT

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)NUM, ICT

Use a range of methods to sort information, including drawings and provided tables (ACSIS040) LIT, NUM

Through discussion, compare observations with predictions (ACSIS214) LIT, CCT, P&S

Compare observations with those of others (ACSIS041) LIT, CCT, P&S

Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042) LIT, CCT, P&S

HISTORYKey Inquiry Questions What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life?

Historical Knowledge & Understanding

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044) CCT, P&S

The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045) CCT, SUS, ICU, ATSI

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)CCT, ICT, ATSI, P&S

Historical SkillsSequence familiar objects and events (ACHHS047) NUM, P&S

Distinguish between the past, present and future (ACHHS048)LIT, NUM, CCT

Pose questions about the past using sources provided (ACHHS049) CCT, P&S, ICU

Explore a range of sources about the past. (ACHHS050)CCT, P&S, ICU

Identify and compare features of objects from the past and present (ACHHS051) LIT, CCT

Explore a point of view (ACHHS052)NUM, CCT, ICU

Develop a narrative about the past (ACHHS053)LIT, P&S

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)LIT, ICT

Australian Curriculum – English Links with other Curriculum Areas (Continued): Term 1 Term 2 Term 3 Term 4 Year 2GEOGRAPHYInquiry Questions What is a place? How are people connected to their place and other places? What factors affect my connections to places? Key Concepts Place (personal & local scale) Space (personal & local scale) Environment (personal & local scale)

Geographical Knowledge & Understanding

The location of the major geographical divisions of the world in relation to Australia (ACHGK009) NUM, LIT, CCT

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK010) LIT, NUM, CCT, ICU, ATSI

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK011) LIT, NUM, CCT

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK012) LIT, NUM, CCT, P&S

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK013)

Geographical SkillsPose geographical questions about familiar and unfamiliar places (ACHGS013) LIT, NUM, CCT

Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as, photographs, plans, satellite images, story books and films (ACHGS014) LIT, ICT, CCT, ATSI

Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) LIT, NUM

Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016) LIT, NUM, CCT

Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS017) LIT, NUM, ICT

Reflect on their learning and suggest responses to their findings (ACHGS018) LIT, CCT, P&S, SUS

THE ARTS

DanceExplore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS

Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002) LIT, NUM, CCT, P&S

Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003) NUM, CCT, P&S, ATSI, ASIA, SUS

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004) NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027) LIT, ICT, CCT, P&S, SUS

Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028) LIT, NUM, CCT, P&S, SUS

Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029) LIT, ICT, CCT, P&S, ICU, ATSI, ASIA, SUS

Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicDevelop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080) LIT, NUM, ICT, CCT

Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081) LIT, ICT, CCT, ICU, ATSI, ASIA, SUS

Create compositions and perform music to communicate ideas to an audience (ACAMUM082) LIT, NUM, ICT, CCT, P&S

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsExplore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054) ICT, NUM, CCT, ICU, ATSI, ASIA, SUS

Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055) LIT, ICT, CCT, SUS

Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056) LIT, NUM, ICT, CCT, P&S, ICU, ASIA, SUS

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057) LIT, NUM, CCT, ICT, P&S, ICU, ATSI, ASIA, SUS

Visual ArtsExplore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) LIT, NUM, ICT, CCT, ICU, ATSI, ASIA, SUS

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) LIT, NUM, IC, CCT, P&S, ASIA, SUS

Create and display artworks to communicate ideas to an audience (ACAVAM108) LIT, CCT, P&S, ATSI, ASIA

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) LIT, ICT, CCT, P&S, ETH, ICU, SUS

Explore how technologies use forces to create movement in products (ACTDEK002) LIT, NUM, CCT, ATSI, ASIA

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003) LIT, CCT

Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004) NUM, ICT

Processes & Skills

Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) LIT, NUM, CCT, P&S, ETH, SUS

Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006) NUM

Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) LIT, NUM, ICT, CCT, ETH, SUS

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) LIT, NUM, ICT, CCT, ETH, SUS

Sequence steps for making designed solutions and working collaboratively (ACTDEP009) LIT, NUM, ICT, CCT, P&S, ETH, SUS

Digital TechnologiesKnowledge & Understanding

Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001) LIT, NUM, CCT

Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001) LIT, NUM, ICT, CCT

Processes & Skills

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003) LIT, NUM, ICT, CCT, P&S

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) NUM, ICT

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) ICT, CCT, P&S

Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006) LIT, ICT, CCT, P&S, ETH, ICU, ATSI, ASIA

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) LIT, CCT, P&S

Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) LIT, NUM, CCT, P&S, ICU

Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) LIT, NUM, CCT, P&S

Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) LIT, CCT, P&S

Describe ways to include others to make them feel that they belong (ACPPS019) LIT, CCT, P&S, ETH

Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) LIT, CCT, P&S, ETH, ATSI

Examine health messages and how they relate to health decisions and behaviours (ACPPS021) LIT, CCT, P&S

Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) LIT, CCT, P&S, SUS

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023) LIT, CCT

Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) LIT, CCT, SUS

Movement & Physical Activity

Perform fundamental movement skills in different movement situations (ACPMP025) LIT, NUM, CCT, P&S

Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026) NUM, CCT, P&S

Create and participate in games (ACPMP027) LIT, NUM, CCT, P&S

Discuss the body’s reactions to participating in physical activities (ACPMP028) LIT, NUM, CCT, P&S

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029) LIT, NUM, CCT

Use strategies to work in group situations when participating in physical activities (ACPMP030) LIT, CCT, P&S

Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031) LIT, CCT, P&S

Identify rules and play fairly when participating in physical activities (ACPMP032) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests[Key concepts: self, family; Key processes: playing, imitating](ACLINC001)

Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning[Key concept: play; Key processes: singing, chanting, drawing](ACLINC002)

Participate with teacher and peers in class routines and activities, including following instructions and taking turns[Key concepts: routine, sharing; Key processes: shared reading, following instructions](ACLINC003)

Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks[Key concepts: literacy, numeracy; Key processes: selecting, sorting, matching](ACLINC004)

Give factual information about self, family and significant objects using labels, captions and descriptions[Key concepts: self, favourite; Key processes: describing, showing](ACLINC005)

Participate in shared reading and play-acting, and respond through singing, chanting, action and movement[Key concepts: character, story; Key processes: playing, choral reading; Key text types: fairy tale, fable, comic, cartoon, song, rhyme](ACLINC006)

Use familiar words, phrases and patterns to create captions and participate in shared performances and games[Key concept: performance; Key processes: performing, singing, dancing; Key text types: chant, song, poster, puppet show](ACLINC007)

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings[Key concepts: similarity, difference; Key process: noticing](ACLINC008)

Create captions, labels and statements for the immediate learning environment in both Indonesian and English[Key concepts: etiquette, respect, equivalence; Key processes: labelling, displaying](ACLINC009)

Notice what may look or feel similar or different to own language and culture when interacting in Indonesian[Key concepts: communication, respect; Key processes: noticing, comparing](ACLINC010)

Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity[Key concept: self; Key processes: describing, noticing](ACLINC011)

Understanding

Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet[Key concept: pronunciation; Key processes: reading aloud, mimicking](ACLINU012)

Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns](ACLINU013)

Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions[Key concept: text; Key processes: recognising, identifying](ACLINU014)

Recognise that ways of greeting and addressing others may change according to cultural norms[Key concepts: appropriateness, respect; Key processes: noticing, selecting](ACLINU015)

Develop awareness that Indonesian and English borrow from each other.[Key concept: borrowing; Key process: observing](ACLINU016)

Notice that the languages people use and the way they use them relate to who they are and where and how they live.[Key concepts: norm, culture; Key process: making connections] (ACLINU017)

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 3Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their

knowledge about the

English language and how it works.

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)Reading and viewingBy the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

WritingStudents create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

Speaking and listeningStudents understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They listen to others’ views and respond appropriately. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

Language for interaction

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790)

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)Recognise high–frequency sight words (ACELA1486)

Literacy

Students develop the knowledge and skills to

interpret and create

spoken, written, visual & multimodal

texts.

Texts in context Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Interpreting, analysing and evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Develop criteria for establishing personal preferences for literature (ACELT1598)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 3Elements Understandings, Content and Strategies Achievement

Standard

Year

3 –

Rea

ding

and

Vie

win

g

Non-fiction texts Fiction texts Electronic devices Reading and viewingBy the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

Receptive (listening, reading & viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.

Concepts of Print & Screen

Discuss features of non-fiction texts including- Various types of captions (eg images and diagrams)- Different kinds of contents pages- Purpose of indexes (including page numbering)- Purpose and structure of glossary (including alphabetical order)- Headings (including how to write a short, meaningful heading to summarise information)- Different types of page layout and how they appeal to an audience (eg comparing layouts and discussing what layout is more appealing)

- Identifying paragraphs and how information is grouped into categories (ACELA1479) (ACELA1483)

Discuss features of fiction texts including:-Compare page layout between front cover and inside pages-Compare the effect of differing text sizes on the page layout (eg speech bubbles in

images, larger font for expressive words, capitalisation for expression)-Discuss structural devices such as chapters and their purpose (eg show how chapters

signal a break in time between one chapter and the next)-Compare illustrations (consider POV, camera angles and shot size)(ACELA1483)

Use electronic devices to:-Navigate websites and apps for a particular purpose using a variety of

techniques (eg buttons, bars, scrolling, enhancing, minimizing, enlarging text)

-Understand how hyperlinks work and use them to move from one area of a website to another to access more information

-Compare and understand the design of various screen layouts and site maps (ACELA1790)

Phonological Awareness

Word Attack and Decoding SkillsMorphemes: Inflectional endingsApply morpheme knowledge to:- Single syllable words (eg changing the word jumped to

jumping)- Plurals including conventional plurals (eg changing

bat/bats or mix/ mixes) and non-conventional plurals (mouse/mice, sheep/sheep, fish/fish).

- Understand how to change a word from past to present tense and the inflectional endings required to do this (ACELA1485)

General word attack and decoding skills- Rapid recall of high frequency sight words- Rapid decoding of diagraphs, trigraphs and quad-graphs- Use knowledge of segmenting and blending to decode unfamiliar words- Syllabification of words (when using syllabification for decoding, teach students where to place verbal emphasis)- Look at the placement of vowels and how they dictate pronunciation- Recognise how sounds and letters connect in predictable relationships (eg ‘tion’ in commotion)

- Identify known parts of an unknown word and use graphophonic knowledge to decode words

(ACELA1485) (ACELA1486)

Suffixes- Adding ‘y’ {for adjectives} as in ‘grassy’- ‘ful’ {meaning: ‘to be characterized by’} as in ‘shameful’, ‘thoughtful’, ‘beautiful’- ‘ful’ {meaning ‘to be able to’} as in ‘wakeful’, ‘harmful’- ‘ful’ {meaning ‘to show measurement‘} as in ‘spoonful’, ‘cupful’- ‘less’ {‘to create an adjective from a noun meaning ‘without’} as in ‘childless’, ‘paperless’- ‘less’ {to create an adjective from a verb to do with performance} as in ‘tireless’, ‘relentless’- ‘ness’ {forming an abstract noun denoting quality and state} as in ‘darkness’, ‘goodness’,

‘kindness’, ‘faithfulness’, ‘righteousness’ (ACELA1485)

Prefixes- ‘mis’ as in ‘misunderstood’,

’mistake’- ‘up’ as in ‘upward’, ’upstairs’- ‘un’ as in ‘unwind’, ‘unconcerned’,

‘undo’- ‘re’ as in ‘reconsider’, ‘redo’(ACELA1485)

Grammar &Vocabulary

Discussion based learning Action based learningText Purpose

-Explore how the purpose of the text influences language choices of tense and types of sentences (eg an information report will be written in present tense)

(ACELA1478)

Text Structure-Understand the purpose and structure of paragraphs and

how paragraphs are organized (eg with topic sentences, linked ideas) (ACELA1479)

-Focus on a clause as a unit of grammar where the subject and verb are in agreement. When reading, consider use of punctuation and conjunctions to identify clauses (eg commas to break up complex sentences, the word ‘and’ to link clauses). (ACELA1481)

VocabularyUse extended technical vocabulary- Words or phrases that are primarily used in a specific field of interest or subject areaUse extended vocabulary- Use modal verbs and adverbs to express a range of feelings (ACELA1477)- Use a range of vocabulary to express judgments and support a personal position about characters and events (ACELA1484)

Certainty Modal Verbs/Adverbs Statement of ClaimStrong is, will, can not, must, always, never, clearly It is certain that... It seems clear that...________ is definitely...Moderate should, would, can, usually, likely, probably, generally, often, frequently, rarely It appears probable... It is usually the case that... The results suggest it is likely that...Tentative may, might, could, possible, sometimes, occasionally, perhaps, maybe It is possible that... Occasionally,... It may be the case that...

ComprehensionModelledGuided

Application

Authors- Discuss how characters, events and settings are

portrayed in different ways, and speculate on the authors’ reasons

- Identify the point of view in a text and suggest

alternative points of view (ACELY1675) (ACELT1594)

Text Purpose- Identify the purpose of a

selected imaginative, informative and persuasive text (ACELY1678)

Text Structure- Explore how the settings shape

the events of a text- Explore how the settings

influence the mood of a narrative (ACELT1599)

Advertisements- Identify the purpose of

advertisements (ie to persuade the viewer to engage with the message and take action such as think, do or buy the advertised item)

- Identify and describe the structure of advertisements (ie large title, clear illustrations, simple message, identification of seller, price of product)

- Identify and describe the features of advertisements (eg colour, size or images and words, modal verbs)

- Show understanding and knowledge of advertisements by creating an advertisement for a selected audience

(ACELA1483) (ACELY1678)

Comprehension SkillsBuild literal and inferred meaning about key events, ideas and information in texts and analyse the information presented by:- Connectingo text to own experienceo text to other textso information with print/image

- Activating prior knowledge- Recording and sharing ‘I wonder why . . . ‘ questions- Asking and answering questions drawing on knowledge of topic

(specific technical vocabulary and experience of texts on the same/similar topic

- Using search tools efficiently to locate information either in written or digital texts

- Determining important ideas, events or details in textso determining the main idea/so selecting events from a text for a specific purpose (select

relevant parts of a text)o explicit reference to information found in texts

- Inference making (giving reasons for inferences taking into account topic knowledge or a character’s likely actions and feelings)

- Paraphrasing- Synthesizing- Cause and Effect(ACELY1679)

Research Skills linked to comprehension- Record existing knowledge onto a graphic organizer- Record questions about the text in writing before

beginning reading- Begin to use library classification to find reference

materials- Locate information within a text using headings, sub-

headings, page numbers, etc.- Scan and skim for key words and phrases- Make clear notes using key words, phrases and

sentences grouped together- Summarise and synthesise information gathered(ACELY1675) (ACELY1679) (ACELY1680) (ACELT1596)

Visual Comprehension- Identify the various techniques used to create illustrations

o camera angle (worm’s eye view/bird’s eye view etc)o shot size (close up, far away)

- Explore various page layouts (position of illustrations, texts, titles etc) (ACELA1483)

AudienceDiscussion and Action Based Learning- Identify the effect of visual techniques used in picture books

or advertisements have on an audience- Identify the audience of a selected imaginative, informative

and persuasive text

(ACELA1483)http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1678 (ACELY1678)

Language Features- Explore language features and devices, and how they enhance

the meaning of the text (ACELT1600)- Explore how language features shape the reader’s reactions

o Onomatopoeia - imitates or suggests the source of the sound that it describes.

o Alliterationo Repetition

- Explore how language features are used to create the setting in a text (eg ‘Once upon a time…)

(ACELT1599)

Responding to Literature- Explore personal preferences when selecting texts- Build a conscious understanding of preference through the

selection of literature, followed by an explanation of preference

- Develop criteria for establishing personal preference for literature (eg select a book for a peer and explain to their peer why they think it is suitable for them and why they would enjoy it)

(ACELT1598)

Reading Fluency & Expression

Reading Expression-Read narrative, informative and persuasive texts with expression, fluency and

prosody (eg use of Readers Theater, choral reading, repeated reading, guided reading). Texts should contain varied sentence structures, punctuation conventions and images for additional information.

-When reading aloud, ensure that tone, pace and expression engages the selected audience

(ACELY1679)

Text Processing StrategiesContextual, grammatical, Semantic and Phonic knowledgeMonitor meaning by:- Predicting- Confirming- Re-reading- Reading on- Self-correcting- Use of illustrations, diagrams, graphics, sound and movement in multimodal texts

(ACELY1679)

GoalsReading Recovery Levelled TextsExpected minimum home reading level at end of Year 3 is 25.

In order to achieve the standard required at each level the student must demonstrate the following with confidence:-natural phrasing, using brief pauses between more complex words or phrases-expressive tone and intonation to engage with the intended audience-comprehension of literal and inferred information contained within the text(ACELY1680)

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 3Elements Understandings, Content & Strategies Achievement Standard

Writ

ing

Year

3

Deconstruction of texts

Purpose and structure- Read a wide range of literature aloud to students to identify and discuss the features of various text types.

o Identify simple elements of structure (eg when reading a report, deconstruct the framework of title, headings, description, paragraphs etc).

o Determine purpose for the main three categories of text (imaginative, informative, persuasive)

(ACELT1599) (ACELY1679) (ACELY1682)

Literary Devices- Build appreciation and understanding of the effects of literary devices that engage the reader and shape their response to enhance meaning including:

o font sizeo use of bold printo use of italicso vocabulary choiceso onomatopoeiao alliterationo rhythm

(ACELT1791) (ACELT1600)

WritingStudents create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

Text Processes

Planning- Articulate the appropriate audience and purpose of writing of a

given text structure- Use graphic organisers to plan (shared and individual planning) a

range of text types- Use knowledge of purpose, audience, literary devices and

vocabulary to enhance planning(ACELY1678) (ACELA1478) (ACELY1682) (ACELT1600)

Drafting- Draft texts using information contained on planning

documents (graphic organisers)(ACELY1682)

Editing- Use editing techniques to revise drafts- Consider publishing method and intended audience

(ACELY1682) (ACELY1683) (ACELY1685)

Publishing- Provide opportunities for a variety of publishing methods (written

and multi-modal)(ACELY1682) (ACELY1683) (ACELY1685)

Text Creation

Modelling

Joint Construction

Application

Imaginative Informative PersuasiveNarrative Narrative Poetry Recount Procedures Report Argument

NarrativePurpose- To entertain or inform the readersStructureFull sequence of events in narrative order:o Orientationo Build Up towards conflicto Conflicto Resolution

Features- Develop main characters using a character

profile (eg personality of character, appearance of character)

- Develop story setting, using appropriate language to develop the mood of the story

- Use of paragraphs- Include dialogue between characters to build

relationship and story line. Use appropriate dialogue conventions

- Introduce complexity through minor conflicts building to major dilemma

(ACELT1599) (ACELT1791) (ACELT1601)

IllustrationsPurpose- To help the reader visualize what they

are reading- To use illustrations to enhance or

develop meaningStructure- Introduce illustrator techniques that

allow them to vary the image createdo POV, angle to imageo Distance to image (e.g. worm’s eye,

bird’s eye and face-to-face view)o Medium of illustration (eg

watercolour, collage)o Colour of illustration and the impact it

has (eg bad character has darker colours, good character has bright colours)

Features- Understand that an illustration brings

additional information to the reader about a text

(ACELT1601) (ACELA1483)

CinquainsPurpose- To describe the topic of the poemStructure- Line1: One word (noun)- Line2: Two words (adjectives that

describe line 1)- Line 3: Three words (verbs that

relate to line 1)- Line 4: Four words (a phrase or

feelings that relate to line 1)- Line 5: One word (synonym of line

1)- Generally displayed in a diamond

shapeFeatures- Nouns, adjectives, verbs, feelings,

synonyms(ACELA1481) (ACELA1482) (ACELT1600)

Journal Entries/DiariesPurpose- To create a historical record of an event from

the perspective of self/character/historical figure

Structure- Date written at the top- Either written to someone (Dear Diary) or

personal reflection- Includes details of events, thoughts and

feelingsFeatures- Allows the inclusion of personal writing style- 1st or 3rd person- Verbal, visual (webcam etc.) or written- Can be written from the POV of another

character- Build awareness of audience and the type of

information to be writteno Intrapersonal – only the writer readso Interpersonal – selected audience or

everyone(ACELT1596) (ACELT1791)

Purpose- To provide logical, sequential

series of steps to create a productStructure- Title (goal – a statement of what is

to be achieved)- Materials/equipment- Method (sequenced steps to

achieve goal)Features- Create procedures independently

for others to follow.- Have students document each step

to making an object and change this into a procedure.

- Use of present tense- Each step to start with a command

verb- Illustrate steps and final product

where possible(ACELY1677)

Purpose- To describe and classify

informationStructure- Classification- Description (of physical

appearance)- Location- ConclusionFeatures- Each report section is

written as a paragraph with an opening statement

- Headings for each section- Images in the report should

include captions- Clearly labeled diagrams(ACELA1479) (ACELT1596)

ExpositionPurpose- To persuade the reader to a

particular opinionStructure- Introduction with position

statement- Each reason given expanded

in a paragraph with opening statements

- ConclusionFeatures- Paragraphs- Persuasive language and

phrases (I believe that . . . We can solve this by . . .)

- Causal language – so, because

(ACELA1477)

(ACELA1479)http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1484 (ACELA1484) (ACELY1678)

Grammar

Sentence Structure- Identify clauses found in texts- Identify subject verb agreement within clauses (eg ‘We are

fishing’ not ‘We is fishing’)- Understand how tense changes with singular and plural

subjects (eg ‘is’ and ‘are’ for present tense and ‘was’ and ‘were’ for past tense as in ‘I am fishing. He is fishing. We are fishing’

- Apply knowledge of clauses to the creation of simple and compound sentences in all forms of writing

(ACELA1478) (ACELA1481)

Text Structure- Explore the connection between text type and structure and the type of sentences used. (eg short

precise sentences are used in procedures; historical language is used in recounts)(ACELA1478)

Paragraphs- Explore paragraph structure as an organisational feature of text(ACELA1479)

Contractions- Understand that they are used in informal language- Understand the purpose of apostrophes in contractions- Identify contractions in texts

(ACELA1480)

Parts of Speech- Understand parts of speech

terminology (noun, verb, adjective, adverb etc)

- Use terminology to discuss how to enhance writing

- Use terminology to evaluate a character (adjectives, adverbs, nouns and verbs)

(ACELA1477)

Verbs- Understand how verbs are anchored in time

through tense (eg past tense – jumped; present tense – jumping; future tense – will jump)

- Examine the usage of modal verbs and apply in evaluative language (refer to grammar and vocabulary section of reading).

- Categorise and understand how to use the different types of verbs (doing, thinking, saying and relating)

(ACELA1482) (ACELA1477)

Cohesive Devices- Extend

vocabulary using synonyms and antonyms

(ACELA1484)

Handwriting Write legibly using correct letter formation, sizing, and acceptable pencil grip with joined script. (ACELY1684) Write legibly with growing fluency using joined letter formation, sizing, and acceptable pencil grip. (ACELY1684)

Spelling

Write a large bank of high frequency words.Explicitly teach less familiar letter combinations to spell words. Include tri-graphs, quad-graphs, homophones, diphthongs(ACELA1486) (ACELA1485)

Focus on plurals. For example:Adding ‘s’adding ‘es’. Use the following endings: s (grass/grasses) , sh (push/pushes), ch

(lunch/lunches), z (quiz/quizzes), or x (fox/foxes).Adding ‘ies’ (eg baby – babies – remembering to drop the ‘y’ before adding ‘ies’Adding ‘ves’ (leaf – leaves – remembering to change ‘f’ to ‘v’)(ACELA1485)

Explore compound words through games as a strategy for assisting in spelling and understanding new words. (ACELA1485)

Teach use of prefixes and suffixes. (See list in reading section under phonological awareness for details).(ACELA1485)

Teach common spelling patterns/rules to assist in correctly spelling words.(ACELA1485)

Teach syllabification to assist in spelling of more complex multi-syllabic words (eg en/vi/ron/ment)(ACELA1485)

Punctuation & Editing

Punctuation- Teach correct punctuation for contractions.- Teach correct punctuation for dialogue including internal

punctuation when using dialogue (eg “Boo,” screamed the little boy) (ACELY1683)

Editing for Spelling- Use editing and proof reading to identify and correct spelling

errors(ACELY1683)

Editing for Meaning- Edit to enhance writing by re-structuring sentences to improve

meaning- Edit to correct grammatical errors- Reread work to improve structural aspects of the text (including

flow, headings, and titles)(ACELY1683)

Editing for Punctuation- Independently edit work for punctuation errors including sentence

boundary punctuation and capital letters for proper nouns- Begin to identify and correct dialogue punctuation

(ACELY1683)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 3Elements Understandings, Content & Strategies Achievement Standard

Interaction Skills

Responding to othersListen actively for specific information.

Accurately follow 2 or 3 step multi-instruction sentences.

Listen and contribute to conversations and discussions to share ideas and information

Learn to negotiate in collaborative ways (win-win solutions)

Listen and respond appropriately to the viewpoints of others

(ACELY1676) (ACELY1792)

Setting (formal and informal)Explore the differences in

communication conventions of different styles and formalitiessuch as turn taking in a small group, (waiting for an appropriate interval to speak) or large group (hands up, turn taking when an adult is present or without)

(ACELA1476)

Body Movement and LanguageListener

Posture- Engage in active listening behaviours

o smile, maintain eye contact with the speaker, open posture toward the speaker, no fiddling, doodling etc)Gestures/Actions- use appropriate and agreed upon methods to show active listening (eg verbal agreement or nonverbal agreement such as a nod)SpeakerPosture- Upright, open and engaging posture- maintain eye contact with the audience- smile or show active interestGestures- natural hand gestures- begin to use visual materialsUnderstanding Body Language- identify the engagement of listener and begin to adjust presentation if needed to re-engage the audience(ACELY1792)

Vocal SkillsListener- Paraphrase- Question- Reflect- Seek clarification- Summarise entire message (not just what is said but how it

is said including tone, pace, body language)Speaker- Clear articulation of words and sounds- Communicate in a clear and coherent manner using a

variety of everyday vocabulary and learned vocabulary- Use tone, pace, pitch and volume appropriate to audience

and purpose of the task- Begin to experiment with voice effects in formal

presentation (modulating tone, volume and pace)(ACELY1792)

Speaking and listeningStudents understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They listen to others’ views and respond appropriately. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

Receptive (listening)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.

They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.

Productive modes (speaking and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics.

They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

Communication (understandings)

Discuss differences between speech and writing. When we speak, we make up the words as we go along. When we write, we need to take much more care in putting the words together. In speaking we can use ‘body language’ and mime and gestures to make the words interesting and make everything clear. In writing, we have to follow the rules (eg proper sentences, good spelling, making sense).(ACELA1475)

Build an understanding of different oral traditions and different ways of constructing meaning (fables, folklore, etc) (ACELA1475)

Understand that successful communication and cooperation depends on shared use of social conventions.(ACELA1479)

Identify roles and collaborative patterns for successful group communication.(ACELA1476) (ACELY1676)

Participate in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations.(ACELA1476) (ACELY1792) (ACELY1676)

Learn the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter. (ACELA1476) (ACELY1792)

Use language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends. (ACELA1476) (ACELY1792) (ACELA1477) (ACELY1676)

Presentation Skills

Oral PresentationsPurpose- To share information with an audienceStructure- Greeting- Content- Conclusion- Question time- Approx. 2-3 minutes in lengthFeatures- Spoken in full sentences- Logical sequence of content- Use props to support speech- Speak clearly, using correct pronunciation- Consolidating presentation speaking behaviours

o engaging the audience through eye contact, body language and verbal volume, tone and intonation

- Engage in active listening behaviourso attentive listening in order to respond to the speakero listening for specific information

(ACELA1479) (ACELA1480) (ACELT1596) (ACELY1677)

Poetry: LimericksPurpose- To entertain or inform the readersStructure- ABAB or AABB rhyme structure- Rhythm patterns (stress and intonation)Features- Take a familiar chant and replace the words to create a new

chant with the same rhythm pattern.- Use of humour

(ACELT1600)

ReviewsPurpose- To share personal experience and opinion about a book, event,

place or objectStructure- Title- Content (what is the work, object or event?)- Description (what are the features of the work, object or event?)- Judgment (what does the writer think about the work, object or

event)Features- Introducing text structure- Personal opinion- Descriptive languageSuggestion – Book Reviews(ACELA1477)(ACELA1484)

DiscussionsDiscussions happen continually through the day. Students need opportunities to:- Initiate a topic- Change a topic through negotiation- Affirm other speakers and build on their comments- Ask relevant questions- Provide useful feedback- Prompt and check individual and group understanding- Build on and connect ideas and opinions expressed by others- Check own understanding against group views(ACELA1476) (ACELY1792)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 3GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUM ICT Competence ICT Critical and Creative Thinking CCT Ethical Behaviour ETH Personal and Social

Competence P&SIntercultural

Understanding ICUCross-Curriculum

Priorities

Aboriginal & Torres Strait Islander histories &

cultures ATSI

Asia & Australia’s engagement with Asia

ASIASustainability SUS

ENGLISH

Language

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) CCT, ICU, ATSI, ASIA

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)P&S,

Examine how evaluative language can be varied to be more or less forceful (ACELA1477) CCT, P&S, SUS

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790) ICT

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) NUM

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) P&S, ATSI, ASIA

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)

Recognise high–frequency sight words (ACELA1486)

LiteratureDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) CCT, ICU, ATSI, ASIA

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) CCT, P&S, ETH, ICU, ATSI, ASIA

Develop criteria for establishing personal preferences for literature (ACELT1598) CCT, P&S

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) CCT

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) CCT, ASIA

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) CCT, ICU

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) ICU, ATSI, ASIA

Literacy

Identify the point of view in a text and suggest alternative points of view (ACELY1675) CCT, P&S

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) P&S

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792) P&S

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)CCT, P&S

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) CCT, P&S

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) P&S, ATSI, ASIA

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) ICT, CCT, P&S, SUS

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682) ICT, CCT

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) ICT

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)ICT

MATHEMATICS

Proficiency StrandsUnderstandingincludes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry

Fluencyincludes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions

Problem Solvingincludes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns

Reasoningincludes using generalising from number properties and results of calculations, comparing angles, creating and interpreting variations in the results of data collections and data displays

Number & Algebra

Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) LIT, CCT

Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) LIT

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) LIT, NUM, CCT

Recognise and explain the connection between addition and subtraction (ACMNA054) LIT, CCT

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)CCT

Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) LIT, NUM ICT, CCT

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) NUM, CCT, ICU, ASIA

Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059) LIT, NUM, CCT, ICU, ASIA

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060) LIT, ICU

Measurement & Geometry

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) LIT, NUM, CCT, ICU, ASIA

Tell time to the minute and investigate the relationship between units of time (ACMMG062) LIT, NUM

Make models of three-dimensional objects and describe key features (ACMMG063) LIT, NUM, ICU, ASIA

Create and interpret simple grid maps to show position and pathways (ACMMG065) LIT, NUM, CCT

Identify symmetry in the environment (ACMMG066) LIT, NUM, ICU, ATSI

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064) LIT, NUM

Statistics & Probability

Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067) LIT

Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) LIT, NUM, CCT

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) LIT, ICT, CCT, SUS

Interpret and compare data displays (ACMSP070) LIT, NUM, CCT

SCIENCEScience

UnderstandingLiving things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) LIT, CCT

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) LIT, NUM, CCT, SUS

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) LIT, NUM, CCT

Heat can be produced in many ways and can move from one object to another (ACSSU049) LIT, NUM, CCT

Science as a human endeavour

Science involves making predictions and describing patterns and relationships (ACSHE050) LIT, CCT, ICU, ATSI Science knowledge helps people to understand the effect of their actions (ACSHE051) LIT, CCT, P&S, ETH, ICU, ATSI, SUS

Science Inquiry Skills

With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053) LIT, CCT, P&S

Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054) LIT, NUM, ICT, CCT, P&S

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055) LIT, NUM, ICT, P&S

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) LIT, NUM CCT

Compare results with predictions, suggesting possible reasons for findings (ACSIS215) LIT, NUM, CCT

Reflect on the investigation, including whether a test was fair or not (ACSIS058) LIT, CCT, P&S

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060) LIT, NUM P&S

HISTORYKey Inquiry Questions Who lived here first and how do we know? How has our community changed? What features have been lost and what features

have been retained?What is the nature of the contribution made by different groups and individuals in the community?

How and why do people choose to remember significant events of the past?

Historical Knowledge & Understanding

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060) LIT, P&S, ICU, ATSI

ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061) LIT, CCT, P&S

The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) ICT, CCT, P&S, ICU, ATSI, ASIA

Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063) LIT, CCT, ICU, ATSI

Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064) ICT, CCT, ICU, ASIA

Historical SkillsSequence historical people and events (ACHHS065) LIT, NUM, CCT

Use historical terms (ACHHS066) LIT, ICU, ATSI

Pose a range of questions about the past (ACHHS067) LIT, CCT

Identify sources (ACHHS215) CCT Locate relevant information from sources provided (ACHHS068) LIT, ICT, CCT

Identify different points of view (ACHHS069) LIT, CCT, P&S, ICU, ATSI

Develop texts, particularly narratives (ACHHS070) LIT

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) LIT, ICT

Australian Curriculum – English Links with other Curriculum Areas (continued): Term 1 Term 2 Term 3 Term 4 Year 3GEOGRAPHY

Inquiry QuestionsHow and why are places similar and different? What would it be like to live in a neighbouring country? How do people’s feelings about places

influence their views about the protection of places?

Key ConceptsPlace(national, regional & global scale)

Space(national, regional & global scale)

Environment(national, regional & global scale)

Change Sustainability

Geographical Knowledge & Understanding

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) NUM, LIT, CCT

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) LIT, NUM, CCT, ICU, ATSI

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016) LIT, NUM, CCT, ICU, ASIA

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) LIT, NUM, CCU, ICU

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) LIT, NUM, CCT, P&S, ATSI, ASIA

Geographical Skills

Develop geographical questions to investigate (ACHGS019) LIT, CCT

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) LIT, NUM, ICT, CCT, ASIA

Represent data by constructing tables and graphs (ACHGS021) LIT, NUM, CCT

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) LIT, NUM, CCT

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) LIT, NUM, CCT SUS

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) LIT, NUM, ICT, CCT, ASIA

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025) LIT, CCT, P&S, ETH, SUS

THE ARTS

DanceImprovise and structure movement ideas for dance sequences using the elements of dance and choreographic devices (ACADAM005) LIT, NUM, CCT, P&S

Practise technical skills safely in fundamental movements (ACADAM006) LIT, CCT, P&S

Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031) LIT, CCT, P&S, ETH, SUS

Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032) LIT, NUM, CCT, P&S, ASIA, SUS

Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicDevelop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084) LIT, NUM, CCT, P&S, SUS

Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086) LIT, NUM, CCT, P&S, SUS

Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsInvestigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058) LIT, CCT, P&S, ATSI, ASIA

Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) LIT, NUM, ICT, CCT, SUS

Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060) LIT, ICT, CCT, ETH, ATSI, ASIA, SUS

Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061) LIT, CCT, P&S, ICU, ATSI, ASIA

Visual ArtsExplore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111) LIT, CCT, SUS

Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112) LIT, CCT, SUS

Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010) LIT, ITC, CCT, P&S, ETH, ASIA, SUS

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011) LIT, NUM, ICT, CCT, ATSI, ASIA

Investigate food and fibre production and food technologies used in modern and traditional societies LIT, NUM, ICT, CCT, P&S, ICU, ATSI, ASIA

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) LIT, NUM, ICT, CCT, SUS

Processes & Skills

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014) LIT, CCT, ATSI, ASIA, SUS

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) LIT, NUM, CCT

Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016) LIT, CCT, P&S, ETH, SUS

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) LIT, CCT, P&S, ETH, SUS

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) LIT, NUM, CCT, P&S

Digital Technologies Knowledge & Understanding

Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007) LIT, NUM, ICU, CCT

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008) LIT, NUM, ICU, CCT, ATSI

Processes & Skills

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009) LIT, NUM, ICU, CCT

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010) LIT, NUM, ICU, CCT

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011) LIT, NUM, ICU, CCT, ASIA

Explain how developed solutions and existing information systems meet common personal, school or community needs, and envisage new ways of using them (ACTDIP012) LIT, ICU, CCT, P&S, ATSI, ASIA, SUS

Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013) LIT, ICU, CCT, P&S, ETH

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Examine how success, challenge and failure strengthen personal identities (ACPPS033) LIT, CCT, P&S

Explore strategies to manage physical, social and emotional change (ACPPS034) LIT, CCT, P&S

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) LIT, CCT, P&S

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) LIT, CCT, P&S

Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) LIT, CCT, P&S, ETH, ICU

Investigate how emotional responses vary in depth and strength (ACPPS038) LIT, CCT, P&S

Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) LIT, ICU, CCT, P&S

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) LIT, CCT, P&S, SUS, SUS,

Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) LIT, CCT, P&S

Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) LIT, CCT, P&S, ETH, ICU, ATSI, ASIA, SUS

Movement & Physical Activity

Practise and refine fundamental movement skills in different movement situations (ACPMP043) LIT, NUM, CCT, P&S

Perform movement sequences which link fundamental movement skills (ACPMP044) LIT, NUM, CCT, P&S, ATSI, ASIA

Practise and apply movement concepts and strategies (ACPMP045) LIT, NUM, CCT, P&S

Examine the benefits of physical activity and physical fitness to health and wellbeing (ACPMP046) LIT, CCT

Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047) LIT, NUM, CCT, P&S

Adopt inclusive practices when participating in physical activities (ACPMP048) LIT, CCT, P&S, ETH

Apply innovative and creative thinking in solving movement challenges (ACPMP049) LIT, CCT, P&S

Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes[Key concepts: routine, occasion; Key processes: describing, sharing](ACLINC018) LIT, CCT, P&S, ICU

Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario[Key concept: collaboration; Key processes: problem solving, participating](ACLINC019) LIT, CCT, P&S, ICU

Respond to questions, instructions and requests, and participate in routine exchanges[Key concepts: respect, sopan santun; Key processes: interacting, responding](ACLINC020) LIT, CCT, P&S, ICU

Obtain and share information from peers and texts related to family, home, routines and interests[Key concepts: routine, pastimes; Key processes: selecting, tabulating, categorising](ACLINC021) LIT, CCT, P&S, ICU

Present information about school and neighbourhood using tables, lists and descriptions[Key concept: data; Key processes: informing, organising] (ACLINC022) LIT, CCT, P&S, ICU

Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events[Key concepts: character, plot; Key processes: performing, recounting; Key text types: fable, legend, song, children’s television] (ACLINC023) LIT, CCT, P&S,

Create texts such as dialogues and stories, using formulaic expressions and modelled language[Key concepts: humour, imagination; Key processes: presenting, creating; Key text types: play, poem](ACLINC024) LIT, CCT, P&S, ICU

Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences[Key concepts: gist, meaning; Key processes: translating, predicting](ACLINC025) LIT, CCT, ICU

Produce texts such as descriptions and signs in both Indonesian and English for the school community[Key concepts: similarity, difference; Key processes: describing, captioning](ACLINC026) LIT, CCT, ICU

Communicate in Indonesian using routine phrases and expressions, recognising that such language reflects cultural practices and norms[Key concepts: politeness, etiquette; Key processes: experimenting, connecting](ACLINC027) LIT, CCT, P&S, ICU

Interact with others and noticing how identity matters, such as in use of terms of address, who and what is included, and what language is used[Key concept: membership; Key processes: interacting, noticing] (ACLINC028) LIT, CCT, P&S, ICU

Understanding

Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.[Key concept: intonation; Key processes: imitating, discriminating sounds](ACLINU029) LIT, CCT, ICU

Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world[Key concepts: action, sequence; Key processes: describing, relating, predicting](ACLINU030) LIT, NUM,CCT, P&S, ICU

Recognise that texts such as stories, games and conversations have particular features[Key concept: genre; Key processes: observing patterns, distinguishing](ACLINU031) LIT, CCT, ICU

Understand that language varies according to age, gender and social position, such as place in the family[Key concept: status; Key processes: observing, comparing](ACLINU032) LIT, CCT, P&S, ICU

Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region[Key concept: official language; Key process: understanding](ACLINU033) LIT, CCT, P&S, ICU, ASIA

Make connections between cultural practices and language use, such as specific vocabulary and expressions[Key concept: diversity; Key processes: comparing, connecting](ACLINU034) LIT, CCT, P&S, ICU

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 4Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their knowledge about the English

language and how it works.

Language variation and change

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) Reading and viewingBy the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts.

WritingStudents create structured texts to explain ideas for different audiences. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. They create texts that show understanding of how images and detail can be used to extend key ideas.

Speaking and listeningThey listen for key points in discussions and respond to others’ viewpoints. They make presentations and contribute actively to class and group discussions, varying language according to context

Language for interaction

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)Recognise homophones and know how to use context to identify correct spelling (ACELA1780)

Literacy

Students develop the

knowledge and skills to interpret

and create spoken, written,

visual & multimodal

texts.

Texts in context Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Interpreting, analysing and evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literature

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 4

Elements Understandings, Content and Strategies Achievement Standard

Rea

ding

& V

iew

ing

Year

4

Non-fiction texts Fiction texts Electronic devices Reading and viewingBy the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts.

Receptive (listening, reading & viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.

Concepts of Print & Screen

Discuss and identify features of non-fiction texts (including informative and persuasive) that are characteristic of its purpose including:-Title-Publication details page (including date of publication to check for currency of information and credibility of author)-Layout of contents page, glossary, appendix or additional information at the end of book-Headings / sub-headings-Type of text / bolded type-Graphic organisers / images / captions-Visual codes-Differences in layout between contemporary and historical texts-References

(ACELY1690) (ACELY1686) (ACELA1487)

Discuss and identify features of fiction texts that are characteristic of its purpose including:-Title-Publication details page (including date of publication and background information about the

author)-Layout of book (including excerpts, author information, dedications, superlatives, book jacket)-Headings / chapter headings-Graphic design and pictures-Differences in layout between older texts and contemporary texts-Spine label information

(ACELY1690) (ACELY1686)

Discuss and identify features that enhance the readability of electronic texts including:

-Text font, text size, amount of text-Navigation buttons-Links-Graphics (design, colour, size, placement on screen)-Layout-Credibility/date of information-References used-Appropriateness of information(ACELA1793)

Grammar &Vocabulary

Text purpose-Explore how the language of informative,

persuasive and imaginative texts differ to meet its purpose (ACELY1690)

Identifying linking devices that make texts cohesive-Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives-Know how authors construct texts that are cohesive and coherent through the use of:

o pronouns that link to something previously mentionedo determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’,)o text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’)o describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

(ACELY1691)

Vocabulary-Explore and compare texts from earlier times with contemporary texts to determine differences in

vocabulary and phrasing-Identify spoonerisms, neologisms and puns-Use technical language for language discussions (ie meta-language)

(ACELT1604) (ACELA1487)

ComprehensionModelledGuided

Application

The main focus of comprehension is character development.Critical Analysis of texts

-Analyse how authors connect the setting and historical time period to a characters actions and beliefs (eg spanking or whipping of children in historical texts compared with contemporary texts where children have a privilege such as an i-pad removed) (ACELT1602)

-Discuss and analyse how authors develop story lines, characters and settings (ACELT1794)

-Analyse stories on similar themes written from differing perspectives and points of view (ACELT1607)

-Explore how authors use spoonerisms, neologisms and puns to create a sense of freshness, originality and playfulness (ACELT1606)

-Discuss the use of poetic language and how it works to engage the reader emotionally and brings to life the subject matter (ACELT1606) (ACELT1602)

-Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

-Become familiar with the typical stages and language features of text types such as: simple narrative, procedure, simple persuasion texts and information reports

(ACELA1490)

Using metalanguage-Use metalanguage to

describe the effect that ideas, text structures and language features of literary texts have on a reader or intended audience

-Discuss literary experiences with others. Share responses and express a point of view through the use of appropriate meta-language. For example: share and discuss students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts.

(ACELT1604) (ACELT1603)

Authors and IllustratorsDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques.Authors

-Examine storylines, ideas and relationships-Describe a character’s appearance, behaviour and speech-Note how a character develops in the text through character

dialogue. Note the reactions of other characters to the character being studied

-Consider how characters develop across the text and how their relationship to supporting characters is changes or is affected by change

-Identify pivotal points in the plot where characters are faced with choices. Comment on how the author makes the reader care about their decisions and consequences.

Illustrators-Identify the use of framing and the effect it has on supporting the

message of written text-Consider the effect of the placement of elements in the image-Discuss and identify compositional choices (POV, distance to image)

and the effect it has on reader/viewers response(ACELT1605) (ACELT1602) (ACELA1496)

Research Skills-Identify and track changing views

on issues/themes in texts from different time periods or genres (eg race, religion, gender) Information can be gleaned from images and print (eg documentaries, journals, photo, books)

-Identify key words and phrases to refine online searches

(ACELY1686) (ACELT1602)

Comprehension skillsUse comprehension strategies to build literal and inferred meaning. Expand content knowledge, integrate and link ideas and analyse and evaluate texts.-Make connections between the text and personal experience and compare this with other

texts. Integrate and link ideas between the text and students own experiences or prior knowledge and other texts. Sample questions: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?’

-Integrate and link information in print and images-Analyse and evaluate information in print and images-Build and use prior knowledge and vocabulary-Find specific literal information-Ask and answer questions-Create mental images-Find the main idea of a text-Infer meaning from the ways communication occurs in digital environments including the

interplay between words, images, and sounds-Bring subject and technical vocabulary and concept knowledge to new reading tasks,

selecting and using texts for their pertinence to the task and the accuracy of their information

-Create literary texts using familiar story lines, changing characters, personalities or offering an alternative point of view

(ACELY1692) (ACELA1489)

Reading Fluency & Expression

Reading Expression and Fluency-Read a wide variety of texts for pleasure/enjoyment-Read with expression, fluency and prosody (eg Readers

Theater, choral reading, repeated reading, guided reading, script reading)

-When reading aloud, ensure that tone, pace and expression engages the selected audience

(ACELY1691)

Text processing strategiesCombining contextual, grammatical, semantic and phonic knowledge by:-Monitoring meaning-Reviewing-Reading aloud with fluency and expression-Reading a wide range of different types of texts for pleasure-Established word identification strategies

o knowledge of the topico knowledge of text type

(ACELY1691) (ACELA1498)

Self-monitoring strategies-re-reading-self-questioning-pausing(ACELY1691)

Self-correction strategies-confirming-cross-checking(ACELY1691)

GoalsReading Recovery Levelled TextsExpected minimum home reading level at end of Year 4 is 30.

In order to achieve the standard required at each level the student must read with a natural, expressive tone and intonation.

A student below the required minimum reading level should continue to be provided with the opportunity to receive home readers.

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 4Elements Understandings, Content & Strategies Achievement Standard

Writ

ing

Year

4

Deconstruction of texts

Purpose and structure- Read a wide range of literature aloud- Identify and discuss the characteristic features of imaginative,

informative and persuasive texts to meet its purpose- Include:

o context (ie identifying the setting/topic of the story)o sematic knowledge (ie understanding the setting/topic of the

story – eg if story is written in 1800s, find out more about this period of time)

o grammaro structure

(ACELY1691) (ACELA1490) (ACELY1690)

Degree of formality- Deconstruct a variety of text types

to identify how the complexity and technicality of the structure varies depending on the topic, purpose and audience

(ACELA1490)

Literary devices- Build an awareness of literary devices and word play that authors use to engage the reader and enhance meaning.- Provide students with the opportunity to experiment with a range of these devices including:

o font sizeo use of bold printo use of italicso vocabulary choiceso onomatopoeiao alliterationo punso nonsense words

spoonerisms (flutterby referring to a butterfly) neologisms (creation of a new word – galumphing)

(ACELT1606) (ACELT1604)

Authors and illustrators- Discuss the language and text devices

that authors and illustrators use to make stories exciting, moving and absorbing. For example, character development, plot and tension.

(ACELT1605) (ACELA1489)

WritingStudents create structured texts to explain ideas for different audiences. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. They create texts that show understanding of how images and detail can be used to extend key ideas.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Text Processes

Planning Articulate the appropriate audience and purpose of personal writing (to persuade, to inform or to entertain) (ACELY1691) (ACELY1690)

(ACELA1490) (ACELY1694) Choose or create own graphic organiser considering complexity and technicality of structure Plan (shared and individual planning) a range of text types Use knowledge of purpose, audience, literary devices and vocabulary to enhance planning (ACELA1490) (ACELY1691) (ACELY1690)

(ACELY1694)

Drafting- Draft own texts using

graphic organisers(ACELY1694) (ACELT1607) (ACELT1794)

Editing- Use editing techniques to revise draft- Consider how the text is to be

published and shared with the intended audience

(ACELY1695) (ACELY1694)

Publishing- Provide opportunities to use software to construct,

edit and publish written texts including the selection, editing and placement of visual, print and audio elements.

(ACELY1697)

Text CreationModelling

Joint ConstructionApplication

Imaginative Informative PersuasiveNarrative Poetry Recount Instructional Report Argument Advertisement

NarrativePurpose- To entertain or inform the readersStructure- Orientation- Build up- Climax- ResolutionFeatures- Plan for each structural element of the

story and consider how they connect together

- Use of paragraphs to organize and sequence events

- Various sentence starters are used at the beginning of paragraphs (eg ‘Some time later . . .’, ‘Suddenly. . .’ ‘Inside the castle…’ etc.)

- Adjective and adverbial phrases are used to build character descriptions and evoke responses

- Detailed settings are created through adjective phrases and figurative language

- Teach direct and indirect speech

Suggested Narrative Styles – Historical Fiction and Traditional Literature (legends, myths, fables)

(ACELA1492) (ACELA1494)(ACELA1496) (ACELT1602)

(ACELT1603) (ACELT1607)

(ACELT1794)

(ACELY1697)

(ACELY1694)

(ACELY1695)

HaikuPurpose- To reflect and share personal

moments/experiences/ perceptions about natural things (eg plants, animals)

Structure- First line 5 syllables- Second line 7 syllables- Last line 5 syllablesFeatures- Does not rhyme- Is about the natural world- Elements of each line used need to

be connected- Choice of words need to evoke a

response

(ACELA1492) (ACELA1494)(ACELA1496) (ACELT1602)

(ACELT1603) (ACELT1604)

(ACELT1605)

(ACELT1606)

(ACELT1607)

(ACELT1794)

(ACELY1697)

(ACELY1694)

(ACELY1695)

News ArticlePurpose- To inform the reader of an event and

its surrounding circumstancesStructure- Headline (short, attention –grabbing

statement)- Byline- Lead paragraph (who, what, when,

where, why and how information)- Explanation (other facts or details

the reader might want to know; this section also includes direct quotes from witnesses or bystanders)

- Additional informationFeatures- Presentation style can be varied –

verbal, written or visual (TV news report)

- 3rd person- Language Features:o Word choiceo Simileso Point of viewo Tenseo Adjectives

- Visual Features need to be considered:o Layouto Font style and sizeo Imageso Captions

(ACELA1488) (ACELA1489)

(ACELA1793)

(ACELY1697)

(ACELY1694)

(ACELA1498) (ACELY1695)

Recounting- Provide students opportunity to

record an event using their choice of text structure

- Suggestions: a recount, a letter, a newspaper article, a journal/diary entry

(ACELA1488)

(ACELA1489) (ACELA1793) (ACELY1697) (ACELY1694)

Procedure- Consolidate the structure and

purpose of a procedure, focusing on clarity of instructions

- Suggestion - explain how to change a tyre or travel from one place to another

ExplanationFocus on an explanation of an even or experience, explaining how or why something occurred (eg explanation of science experiment).Purpose- To tell how something occursStructure- General statement (introducing the

topic or process)- Information (provide extra

information about the topic)- Explanation (sequentially record how

and why something works or occurs)- Conclusion (provide a final

summary)Features- Present tense- Time and sequence connectives- Include graphic features – flow

charts, charts, tables, labeled diagrams or graphs

(ACELY1687) (ACELA1793)

(ACELY1697)

(ACELY1694) (ACELA1498)

Descriptive ReportPurpose- To provide accurate and

relevant information in order to describe an item or thing

Structure- Classification- Description (each paragraph

describes a feature, behaviour or characteristics such as appearance, qualities, uses)

- ConclusionFeatures- Present tense- Technical vocabulary- Labeled Visuals- Expanded nominal groups to

describe relational processes (defining, categorizing, naming)

(ACELY1697) (ACELY1694) (ACELA1793) (ACELA1498) (ACELY1695)

Begin to create more objective, research based viewpoints when creating expositional texts.Formal ExpositionsPurpose- To persuade the reader to listen to a

particular opinionStructure- Introductory paragraph- Series of paragraphs- Concluding paragraphsFeatures- Text connectives are used for cohesion- Introductory paragraph states reasons

within it for position- Each reason in introductory paragraph is

expanded in its own paragraph- Logical sequence- Emotive language- Formal tone

(ACELT1603) (ACELT1607)

(ACELY1688) (ACELY1697)

(ACELY1694) (ACELA1498) (ACELY1695)

Letters to the EditorPurpose- To express individual views on a current

issue or topicStructure- Greeting – To the Editor- Reference to issue- Opinion on issue- Suggest reasons for change- Signed off – with initials or first initial and

last nameFeatures- Expression of opinion to the wider public- Combine emotive language and

researched evidence- Short and concise- Formal tone- 1st person(ACELT1603) (ACELY1688)(ACELY1697) (ACELY1694)

(ACELT1607) (ACELA1498) (ACELY1695)

AdvertisementsCreate an ad campaign e.g. Anti-smoking.Purpose- To persuade the viewer to engage

with the message and take actionStructure- Large title- Clear illustrations- Simple persuasive message- Identification of campaignerFeatures- Assemble and sequence points in

order to be most persuasive- Selecting style and appropriate

vocabulary- Exploring the use of connectives to

structure a persuasive argument – adverbs, adverbial phrases, conjunctions e.g. ‘if . . . then’; ‘on the other hand . . .’ ‘finally’; ‘so

(ACELY1697) (ACELY1694) (ACELT1603) (ACELA1496)

Writing continued next page

Australian Curriculum – English Content Map: Writing – (Continued) Term 1 Term 2 Term 3 Term 4 Year 4

Grammar

Nouns-Build vocabulary from technical and

subject specific topics (ACELA1498)-Discuss homophones, homonyms,

homographs (ACELA1780)

(ACELA1487)-Examine how noun groups and phrases

enrich sentences (ACELA1493)Etymology-Understand that some English words are

derived from other dialects (kangaroo, tsunami, typhoon)

-Understand that some English words have Latin or Greek words origins

-Explore Latin and Greek root plurals. (ACELA1487)

Pronouns-Use pronouns as linking devices to

make sentences cohesive-Use singular pronouns (I, he, she, me,

it, you, her, him),-Use plural pronouns (them, us, they,

we)-Use possessive pronouns (his, hers,

its, mine, ours, theirs, yours) (ACELA1491)

Adjectives-Categorise adjectives into their

qualities (descriptive, possessive, numerical, demonstrative or interrogative)

-Understand that descriptive adjectives describe the colour, size or attributes of an object (eg tall, good, beautiful)

-Understand that possessive adjectives are used to point out that noun that belongs to someone (my, your, our, his, their, her)

-Understand that numerical adjectives apply a value (first, second, some, many, little, every, each, other)

-Understand that demonstrative adjectives are used to point out the specific noun (eg that girl, this lady, those birds)

-Understand that interrogative adjectives are used to the question (eg which, what, where)

(ACELA1493) (ACELA1495)

Adverbs-Identify adverbial phrases in texts-Identify the circumstances stated in an

adverbial phrase including the time, manner and place. Eg ‘At lunchtime(time), the principal strolled(manner) into the staffroom(place).’

-Use adverbial phrases to provide details of the circumstances surrounding a happening or state eg changing a simple sentence ‘He went upstairs’ to ‘At midnight(time), he rose slowly (manner) from the chair (place) and went upstairs (place)’

(ACELA1495)

Verbs-Use verb groups and phrases to enrich

sentences (ACELA1493)-Understand that axillary verbs are

helping verbs (of mode or tense) that determine the mood or tense of another verb in the phrase. eg it will (axillary) rain (verb) tonight. (ACELA1489)

-Use of regular and irregular verbs (ACELA1493)

-Teach how verbs vary between direct and indirect speech (ACELA1494)

Sentence structure-Use various types of

sentences to express and combine ideas for different text types (ACELY1694) (ACELA1489)

-Apply knowledge of language features: verb/noun/adverb groups and phrases (ACELY1694)

(ACELA1493)

(ACELA1495)

Cohesive devicesLink sentences to make text cohesive and flowing through:-Use of conjunctions (eg and, but, yet)-Use of conjunctive adverbs (eg however,

moreover, nevertheless) and transitional expressions (eg on the other hand, in short)

-Repetition of key words and phrases throughout a text

-Use of pronouns to refer reader to something earlier in the text (refer to section on pronouns)

-Use of prepositional phrases (ie showing the position of the object being described to provide detail and communicate meaning accurately)

-Use of connectives of time (eg firstly, secondly)

(ACELA1491) (ACELA1495)

(ACELA1493) (ACELY1688)

Handwriting Write legibly with growing fluency using joined letter formation, sizing, and acceptable pencil grip. (ACELY1696) Write using clearly formed joined letters with increased fluency and automaticity. (ACELY1696)

Spelling & Phonological Awareness

MorphemesPrefixes and Suffixes- Apply of prefixes and suffixes to assist with spelling words:

o ‘some’ as is ‘something’, ‘somebody’, ‘someone’o ‘any’ as in ‘anything’, ‘anyone’, ‘anybody’o ‘ex’ as in ‘exceptional’, ‘exterminate’o ‘dis’ as in ‘disruption’, ‘disturbed’o ‘inter’ as ’interconnected’, ‘interrupt’o ‘out’ as in ‘outside’, ‘outing’, ‘outwards’o ‘bi’ as in ‘bicycle’, ‘bicentennial’o Prefixes that mean ‘not’ as in ‘il’ in ‘illegal’, ‘im’ as in ‘impossible’, ‘ir’ as in

‘irregular’, ‘in’ as ‘inconsistent’o ‘ous’ as in ‘righteous’o ‘ness’ as in ‘thankfulness’o ‘ment’ as in ‘commandment’o ‘hood’ as in ‘childhood’, ‘manhood’, ‘neighbourhood’o ‘ship’ as in ‘friendship’o ‘ling’ as in ‘duckling’

Word Families- Teach unstressed vowels (schwas) in the final position (eg father, mother, doctor, sister,

litre, colour, picture, dollar, pizza, furniture, nature, lion).(ACELA1779)

Spelling Strategies- Apply known strategies to spell unfamiliar words:

o phonological knowledgeo consonant clusters (eg thr, str, scr, squ, str in string = str + ing)o visual strategies such as sight words and visual checking (does it look right)o Silent beginning consonant patterns (eg kn, gn, wh)o apply generalisations (eg doubling, dropping ‘e’ when adding ‘ing’)o prefixes and suffixies (eg ‘ex’ as in ‘exceptional’, ‘fore’ as in’ forehead’, ‘forearm’)

(ACELA1779)

- Develop new strategies for spelling unfamiliar words:o visual knowledge, for example diphthongs in more complex words and other vowel

sounds that have multiple representations in spelling, as in 'oy', 'oi', 'ou', 'ow', 'oul', 'u', 'ough', 'au', 'aw’

o silent beginning consonant patterns, for example 'gn' and 'kn'o complex, less familiar spelling graphemes (eg ‘oul’ in would or could; ‘aigh’ as in

straight; ‘er’ as in sergeant; ‘t’ as in future; ‘eo’ in ‘people’, ‘sc’ in ‘science’, ‘ch’ in ‘chorus’, ‘oo’ in ‘flood’, ‘ti’ in ‘question’, ‘ie’ in ‘friend’ ‘eo’ in ‘leopard’)

- Recognise homophones and know how to use context to identify correct spellingo use meaning and context when spelling words (for example when differentiating

between homophones such as ‘to’, ‘too’, ‘two’)-(ACELA1780) (ACELA1779)

Punctuation & Editing

PunctuationInvestigate similarities and differences between punctuation requirements of direct and indirect/reported speecho direct quotes eg John said, “I’ll go to the park today”o reported or indirect quotes eg ‘He told me he was going to the park today’ and how they

work in different types of text (ACELA1494)

Editing for Spelling and Punctuation- Identify spelling errors and make corrections to improve text readability- Identify and correct punctuation errors (ACELY1695)

Editing for Meaning- Re-read and edit for meaning by adding, deleting or moving words or word groups to

improve content and structure- Edit to identify and correct grammatical errors- Edit the structure of writing to improve clarity and meaning (eg analysing paragraphs for

topic sentence, supporting detail and applicability to topic)(ACELY1695)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 4Elements Understandings, Content & Strategies Achievement Standard

Spea

king

& L

iste

ning

Yea

r 4

Interaction Skills

Presentation skills- Able to adjust presentation to re-engage the audience if needed- Use visual materials to enhance presentation- Communicate in a clear and coherent manner using descriptive and

technical vocabulary- Use elements of speech (tone, pace, pitch and volume) appropriate to

audience and purpose of the task- Use varying voice effects in formal presentation (modulating tone,

volume and pace)- Present in organised manner, providing relevant facts and descriptive

detail to enhance understanding- Begin to refer to reliable sources to support claims

(ACELY1688) (ACELY1689)

Interpreting ideasExpectations-Listening for key points-Use information heard to share with others or to complete a task-Extend ideas and informationSkills-Note taking-Paraphrasing-Reflection-Synthesizing-Ask questions to clarify-Ask questions for additional information-Following up on information-Seeking assistance when required(ACELY1687)

ParticipationExpectations-Active participation in a wide range of speaking and listening

situations and contexts-Use appropriate vocabulary choices to communicate meaning

accuratelySkills-Acknowledge other’s contributions-Extend other’s contributions-Present ideas clearly and coherently-Use descriptive words and technical vocabulary-Explore the effects of changing elements of speech in formal and

informal contexts(ACELY1688) (ACELA1488)

Expressing points of viewStudents need to understand that people are different from each other and can have different opinions about things. Include discussion on different points of view that occur as part of polite conversation.-Identify elements of speech (tone, pace, pitch, volume) used to

express opinions and modify to suit participants (ie modify to suit age, experience, expertise and familiarity)

-Use appropriate vocabulary to express opinion (ie thinking verbs such as ‘I think’, ‘I believe’, and summary verbs for example ‘we concluded’)

-Use background information and evidence to justify and support your point of view

-Listen respectfully to the opinions of others even if you don’t agree-Use inclusive language to express your point of view (eg language

that won’t offend or put others off side)-Don’t take a difference in point of view personally. You can still

respect and be friendly with someone who has a different opinion.-Examine personal point of view and point of view of others according

to Scripture(ACELA1488) (ACELY1687) (ACELY1688)

Speaking and listeningThey listen for key points in discussions and respond to others’ viewpoints. They make presentations and contribute actively to class and group discussions, varying language according to context

Receptive (listening)Productive modes (speaking and creating)By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

Communication (understandings)

Discuss methods used by presenters in social interactions that influence the way people engage with ideas and respond to others

-Alter vocabulary choices for audience-Explore and clarify the ideas of others-Summarize their own views-Report small group discussion to a larger group(ACELA1488)

Discuss formalities of language and how their appropriateness changes with the situation and audience (ie slang, every day and formal language). Presenting ideas and opinions at levels of formality appropriate to the context and audience.

(ACELY1687)

Identify words used in Standard Australian English that are derived from other cultures or languages – e.g. kangaroo, typhoon, tsunami, orangutan, amok

(ACELA1487)

Examine the difference between every-day language and Standard Australian English.

Use Standard Australian English appropriately in written and formal contexts.

(ACELA1487) (ACELA1488)

Presentation Formats

LyricsPurpose- To share the writer’s thoughts and feelings about an experience or topicStructure- ABAB or AABB rhyme structure- Rhythm patterns (stress and intonation)Features- Lyric innovation

o Take a familiar song and replace the words to create a new song with the same rhythm pattern.

- Understand that choice of language (including feelings and descriptions) influence the impact it will have on the audience

(ACELT1602) (ACELT1603) (ACELT1606)

(ACELT1607) (ACELY1688) (ACELY1689) (ACELA1489)

Descriptive ReportPurpose- To provide accurate and relevant descriptive information about an

item or topicStructure- Classification: to classify the item or topic- Description: elaborate on item/topic in a sequenced and logical

manner- ConclusionFeatures- Use of labelled visuals or diagrams- Use of captions for images- Present tense- Technical vocabulary

(ACELA1488) (ACELA1489) (ACELY1687)

(ACELY1688) (ACELY1689) (ACELY1694)

ReviewsPurpose- To share personal experience and opinion about a book, event,

place or objectStructure- Title- Content (what is the work, object or event?)- Description (what are the features of the work, object or event?)- Judgment (what does the writer think about the work, object or

event)Features- Introduce text structure- Personal opinion- Descriptive language(ACELA1488) (ACELA1489) (ACELT1603) (ACELY1688)

Formal Dramatic PerformancesPurpose- To entertain.- To teach a principle or moral.- Re-enact a moment in historyStructure- Narrative structure- Integrate use of voice and body movement to connect and engage

with the audienceFeatures- Dramatisation of a theme, historical event or idea- Act out the emotions and feelings of a character through body

movement and voice intonation, pace and pitch- Characterisation development through story line, costume and

dialogue- Visual Elements – movement on stage, backdrops, music etc.

(ACELA1488) (ACELA1492)

(ACELA1496) (ACELT1607)

(ACELT1794)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 4GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUM ICT Competence ICT Critical and Creative Thinking CCT Ethical Behaviour ETH Personal and Social

Competence P&SIntercultural

Understanding ICUCross-Curriculum

Priorities

Aboriginal & Torres Strait Islander

histories & cultures ATSI

Asia & Australia’s engagement with Asia ASIA Sustainability SUS

ENGLISH

Language

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) LIT, P&S, ICUATSI, ASIA

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488) LIT, CCT, P&S, ICU, ATSI, ASIA

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) LIT, CCR, P&S, SUS

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) LIT

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) LIT

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492) LIT

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) LIT ICT

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) LIT

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) LIT

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) LIT

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) LIT, ICT, CCT

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) LIT

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) LIT

Recognise homophones and know how to use context to identify correct spelling (ACELA1780) LIT

LiteratureMake connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) LIT, CCT P&S, ICU, ATSI, ASIA

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) LIT, CCT, P&S, ETH

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) LIT, CCT

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) LIT, CCT

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) LIT, CCT

Create literary texts that explore students’ own experiences and imagining (ACELT1607) LIT, CCT, P&S

Create literary texts by developing storylines, characters and settings (ACELT1794) LIT, ICT, CCT, P&S

Literacy

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) LIT, CCT, ETH

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) LIT, CCT, P&S

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) LIT, CCT, P&S

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) LIT, CCT, P&S

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) LIT, CCT

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) LIT, CCT

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) LIT, ICT, CCT, P&S, SUS

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) LIT, ICT, CCT, SUS

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) LIT, CCT

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696) LIT

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) LIT, ICT

MATHEMATICS

Proficiency Strands

Understandingincludes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry

FluencyIncludes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations, and collecting and recording data

Problem Solvingncludes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties of numbers to continue patterns

Reasoningincludes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays

Number & Algebra

Investigate and use the properties of odd and even numbers (ACMNA071) NUM, CCT

Recognise, represent and order numbers to at least tens of thousands (ACMNA072) LIT

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) LIT, NUM, CCT

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) LIT, CCT

Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076) LIT, NUM, CCT

Investigate equivalent fractions used in contexts (ACMNA077) LIT, NUM, CCT

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078) LIT, NUM, CCT, ICU, ATSi, SUS

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) LIT, CCT

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080) LIT, NUM, ICT, CCT, SUS, ASIA

Explore and describe number patterns resulting from performing multiplication (ACMNA081) LIT, NUM, CCT

Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082) LIT, NUM, CCT

Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083) LIT, NUM, CCT

Measurement & Geometry

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) LIT, NUM

Compare objects using familiar metric units of area and volume (ACMMG290) NUM, ATSI

Convert between units of time (ACMMG085) NUM

Use am and pm notation and solve simple time problems (ACMMG086)LIT, NUM, P&S

Compare the areas of regular and irregular shapes by informal means (ACMMG087) LIT

Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088) LIT, NUM, CCT

Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)LIT, NUM, ASIA

Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091) NUM, ICT, CCR, ICU, ATSI, ASIA

Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) LIT, ICT

Statistics & Probability

Describe possible everyday events and order their chances of occurring (ACMSP092) LIT, NUM

Describe possible everyday events and order their chances of occurring (ACMSP092) LIT, NUM, CCT

Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094) LIT, NUM, CCT

Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) LIT, NUM, CCT

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096) LIT, NUM, ICT,CCT

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097) LIT, NUM, CCT

SCIENCEScience

UnderstandingLiving things have life cycles (ACSSU072) LIT, NUM, CCT

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) LIT, NUM, CCT

Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) LIT, NUM, CCT

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) LIT, NUM, CCT, ASIA, SUS

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) LIT, NUM, CCT

Science as a human endeavour

Science involves making predictions and describing patterns and relationships (ACSHE061) LIT, CCT, ICU, ATSI Science knowledge helps people to understand the effect of their actions (ACSHE062) LIT, CCT, P&S, SUS

Science Inquiry SkillsWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) LIT, CCT, P&S

Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) LIT, NUM, CCT, P&S

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) LIT, NUM, ICT, P&S

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) LIT, CCT, P&S

Compare results with predictions, suggesting possible reasons for findings (ACSIS216) LIT, CCT, P&S

Reflect on the investigation; including whether a test was fair or not (ACSIS069) LIT, CCT, P&S

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071) LIT, CCT, P&S

HISTORYKey Inquiry Questions Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the

arrival of the Europeans?Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres

Strait Islander Peoples and early traders, explorers and settlers?

Historical Knowledge & Understanding

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)LIT, ETH, ICU, ATSI

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078) LIT, NUM, ITC, CCT, ICU, ASIA

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079) LIT, CCT

The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080) LIT, CCT, ETH, ICU

Historical SkillsSequence historical people and events (ACHHS081) LIT, NUM, CCT,

Use historical terms (ACHHS082) LIT, ATSI

Pose a range of questions about the past (ACHHS083) LIT, CCT, ICU, ATSI

Identify sources (ACHHS216) CCT Locate relevant information from sources provided (ACHHS084) LIT, CCT

Identify different points of view (ACHHS085)LIT, CCT, P&S, ICU, ATSI

Develop texts, particularly narratives (ACHHS086) LIT

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087) LIT, NUM, ITC

Australian Curriculum – English Links with other Curriculum Areas (continued): Term 1 Term 2 Term 3 Term 4 Year 4GEOGRAPHY

Inquiry QuestionsHow does the environment support the lives of people and other living things?

Hos do different views about the environment influence approaches to sustainability?

How can people use places and environements more sustainably? Key Concepts

Place(national, regional & global scale)

Space(national, regional & global scale)

Environment(national, regional & global scale)

Change Sustainability

Geographical Knowledge & Understanding

The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020) LIT, NUM, CCT, SUS

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021) LIT, NUM, CCT, SUS

he importance of environments to animals and people, and different views on how they can be protected (ACHGK022) LIT, CCT, P&S, SUS

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023) LIT, MUM, CCT, P&S, ICU, ATSI, SU

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) LIT, CCT, P&S, ETH, SUS

The sustainable management of waste from production and consumption (ACHGK025) LIT, CCT, SUS

Geographical Skills

Develop geographical questions to investigate (ACHGS026) LIT, NUM, ICT, CCT

Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) LIT, NUM, CCT

Represent data by constructing tables and graphs (ACHGS028) LIT, NUM, CCT

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029) LIT,NUM, CCT

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030) LIT, NUM, CCT, SUS

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031) LIT, NUM, ITC, CCT, SUS

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032) LIT, CCT, P&S, ETH, SUS

THE ARTS

DanceImprovise and structure movement ideas for dance sequences using the elements of dance and choreographic devices (ACADAM005) LIT, NUM, CCT, P&S

Practise technical skills safely in fundamental movements (ACADAM006) LIT, CCT, P&S

Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031) LIT, CCT, P&S, ETH, SUS

Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032) LIT, NUM, CCT, P&S, ASIA, SUS

Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicDevelop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084) LIT, NUM, CCT, P&S, SUS

Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086) LIT, NUM, CCT, P&S, SUS

Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsInvestigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058) LIT, CCT, P&S, ATSI, ASIA

Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059) LIT, NUM, ICT, CCT, SUS

Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060) LIT, ICT, CCT, ETH, ATSI, ASIA, SUS

Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061) LIT, CCT, P&S, ICU, ATSI, ASIA

Visual ArtsExplore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111) LIT, CCT, SUS

Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112) LIT, CCT, SUS

Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010) LIT, ITC, CCT, P&S, ETH, ASIA, SUS

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011) LIT, NUM, ICT, CCT, ATSI, ASIA

Investigate food and fibre production and food technologies used in modern and traditional societies LIT, NUM, ICT, CCT, P&S, ICU, ATSI, ASIA

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013) LIT, NUM, ICT, CCT, SUS

Processes & Skills

Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014) LIT, CCT, ATSI, ASIA, SUS

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) LIT, NUM, CCT

Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016) LIT, CCT, P&S, ETH, SUS

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017) LIT, CCT, P&S, ETH, SUS

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) LIT, NUM, CCT, P&S

Digital Technologies Knowledge & Understanding

Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007) LIT, NUM, ICU, CCT

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008) LIT, NUM, ICU, CCT, ATSI

Processes & Skills

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009) LIT, NUM, ICU, CCT

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010) LIT, NUM, ICU, CCT

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011) LIT, NUM, ICU, CCT, ASIA

Explain how developed solutions and existing information systems meet common personal, school or community needs, and envisage new ways of using them (ACTDIP012) LIT, ICU, CCT, P&S, ATSI, ASIA, SUS

Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013) LIT, ICU, CCT, P&S, ETH

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Examine how success, challenge and failure strengthen personal identities (ACPPS033) LIT, CCT, P&S

Explore strategies to manage physical, social and emotional change (ACPPS034) LIT, CCT, P&S

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) LIT, CCT, P&S

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) LIT, CCT, P&S

Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) LIT, CCT, P&S, ETH, ICU

Investigate how emotional responses vary in depth and strength (ACPPS038) LIT, CCT, P&S

Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) LIT, ICU, CCT, P&S

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) LIT, CCT, P&S, SUS, SUS,

Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) LIT, CCT, P&S

Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) LIT, CCT, P&S, ETH, ICU, ATSI, ASIA, SUS

Movement & Physical Activity

Practise and refine fundamental movement skills in different movement situations (ACPMP043) LIT, NUM, CCT, P&S

Perform movement sequences which link fundamental movement skills (ACPMP044) LIT, NUM, CCT, P&S, ATSI, ASIA

Practise and apply movement concepts and strategies (ACPMP045) LIT, NUM, CCT, P&S

Examine the benefits of physical activity and physical fitness to health and wellbeing (ACPMP046) LIT, CCT

Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047) LIT, NUM, CCT, P&S

Adopt inclusive practices when participating in physical activities (ACPMP048) LIT, CCT, P&S, ETH

Apply innovative and creative thinking in solving movement challenges (ACPMP049) LIT, CCT, P&S

Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes[Key concepts: routine, occasion; Key processes: describing, sharing](ACLINC018) LIT, CCT, P&S, ICU

Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario[Key concept: collaboration; Key processes: problem solving, participating](ACLINC019) LIT, CCT, P&S, ICU

Respond to questions, instructions and requests, and participate in routine exchanges[Key concepts: respect, sopan santun; Key processes: interacting, responding](ACLINC020) LIT, CCT, P&S, ICU

Obtain and share information from peers and texts related to family, home, routines and interests[Key concepts: routine, pastimes; Key processes: selecting, tabulating, categorising](ACLINC021) LIT, CCT, P&S, ICU

Present information about school and neighbourhood using tables, lists and descriptions[Key concept: data; Key processes: informing, organising] (ACLINC022) LIT, CCT, P&S, ICU

Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events[Key concepts: character, plot; Key processes: performing, recounting; Key text types: fable, legend, song, children’s television] (ACLINC023) LIT, CCT, P&S,

Create texts such as dialogues and stories, using formulaic expressions and modelled language[Key concepts: humour, imagination; Key processes: presenting, creating; Key text types: play, poem](ACLINC024) LIT, CCT, P&S, ICU

Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences[Key concepts: gist, meaning; Key processes: translating, predicting](ACLINC025) LIT, CCT, ICU

Produce texts such as descriptions and signs in both Indonesian and English for the school community[Key concepts: similarity, difference; Key processes: describing, captioning](ACLINC026) LIT, CCT, ICU

Communicate in Indonesian using routine phrases and expressions, recognising that such language reflects cultural practices and norms[Key concepts: politeness, etiquette; Key processes: experimenting, connecting](ACLINC027) LIT, CCT, P&S, ICU

Interact with others and noticing how identity matters, such as in use of terms of address, who and what is included, and what language is used[Key concept: membership; Key processes: interacting, noticing] (ACLINC028) LIT, CCT, P&S, ICU

Understanding

Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.[Key concept: intonation; Key processes: imitating, discriminating sounds](ACLINU029) LIT, CCT, ICU

Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world[Key concepts: action, sequence; Key processes: describing, relating, predicting](ACLINU030) LIT, NUM,CCT, P&S, ICU

Recognise that texts such as stories, games and conversations have particular features[Key concept: genre; Key processes: observing patterns, distinguishing](ACLINU031) LIT, CCT, ICU

Understand that language varies according to age, gender and social position, such as place in the family[Key concept: status; Key processes: observing, comparing](ACLINU032) LIT, CCT, P&S, ICU

Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region[Key concept: official language; Key process: understanding](ACLINU033) LIT, CCT, P&S, ICU, ASIA

Make connections between cultural practices and language use, such as specific vocabulary and expressions[Key concept: diversity; Key processes: comparing, connecting](ACLINU034) LIT, CCT, P&S, ICU

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 5Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their knowledge about the English

language and how it works.

Language variation and change

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Reading and viewingBy the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

WritingWhen writing, students demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. They create a variety of sequenced texts for different purposes and audiences. They use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Speaking and listeningStudents listen and ask questions to clarify content. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Language for interaction

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)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

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)

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)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 (ACELA1797)

Expressing and developing ideas

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)Recognise uncommon plurals, for example ‘foci’ (ACELA1514)

Literacy

Students develop the knowledge and skills to interpret and

create spoken,

written, visual & multimodal

texts.

Texts in context Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Interpreting, analysing and evaluating

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Creating texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Responding to literature

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

Creating literature

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 5Elements Understandings, Content and Strategies Achievement

Standard

Rea

ding

and

Vie

win

g Y

ear

5

Non-fiction texts Fiction texts Electronic devices Reading and viewingBy the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Concepts of Print & Screen

Investigate features of non-fiction texts (including informative and persuasive texts):- Title- Publication details (including date of publication to check for currency of information and credibility of author)- Layout of contents page, glossary, appendix or additional information at the end of the book- Headings / sub-headings- Type of text / bolded type- Graphic organisers / images / captions- Visual codes- Chronology- Topic- Sequence of images- Differences in layout between contemporary and historical texts- References- Understand that the starting point of a sentence or paragraph allows for prediction of how the text will unfold (eg the first sentence

defines the purpose of the paragraph)- Predict content of a book based on features (eg title, headings, content pages, photo’s/diagrams etc can be used to predict content and

determine if it is suitable for the intended purpose)(ACELA1797) (ACELA1511)

Investigate features of fiction texts:- Title- Publication details page (including date of publication and background information

about the author)- Layout of book (including excepts, author information, dedications, superlatives, book

jacket)- Headings- Chapters and the organisation of chapters- Graphic design / pictures- Differences in layout between older texts and contemporary texts- Spine label information- Sequences of images- Understand that the starting point of a sentence or paragraph allows for prediction of

how the text will unfold (eg Once upon a time)- Predict content of a book based on features (eg title, illustrations, blurb on the back etc

can be used to predict content and determine if it is suitable for the intended purpose)(ACELA1797) (ACELA1511)

Investigate features that a reader can use to predict content and assist with navigation:- Text- Navigation- Hyperlinks- Home page- Subpages- Sequences of images- Graphics- Layout- Credibility/date of information- References used- Appropriateness of information

(ACELA1797) (ACELA1511)

Comprehension(including Grammar

& Vocabulary)

Main comprehension focus: understand how ‘point of view’ influences the reader’s response to the textCritical AnalysisExplain how structures assist in understanding the text.Text organisation and structure- Predict how the text will unfold- Identify the connection between the purpose of a text

and its structure- Examine multiple texts about a shared topic to identify

the level of formality used to meet its intended audience (eg compare a journal, historical novel and newspaper clippings about the same topic and examine how they all use different formats and language styles) (ACELA1504)

- Identify and explain characteristic text structures and language features used to meet the purpose of the text (ACELY1701)

Points of view- Identify the narrative voice and how the audience is

drawn towards or away from a particular character (eg empathy with a character, engagement with a character)

- Identify assertions made in texts (implicit and explicit)o identify the source of the assertion by referring back

to the texto reflect on the effect assertions have on the reader

- Investigate texts from multiple points of viewo examine how interpretations and responses to

characters and settings changeo recognise that others have equal opportunity or claim

to divergent views to the same texto compare views about the text to Biblical world view

(ACELT1610) (ACELA1502)Reflection- Pose and discuss evaluative questions (eg should this

character have behaved as they did?)- Begin to make balanced judgments about the dilemmas

characters face(ACELT1609)

VocabularyUnderstand how language features, images and vocabulary, influence interpretations of characters, settings and events.Vocabulary- Develop subject specific vocabulary and

implement it when discussing and comprehending texts (ACELA1512) (ACELA1513)

- Locate specific vocabulary words that show greater precision of meaning (eg ‘I cut the meat’ compared with ‘The meat was diced’ or ‘The meat was filleted’) (ACELA1512)

- Identify language that increases or decreases the level of formality (ACELA1504)

- Identify objective language (ie rational language backed up by data used to make informed decisions) and subjective language (ie opinions, interpretations, persuasive language) (ACELY1698)

- Identifying idiomatic expressions (eg a penny for your thoughts, an arm and a leg, back to the drawing board) (ACELY1698)

- Explore changes in word meaning over time (eg wicked (evil)/wicked(cool). This can be done in the context of historic texts that use language not familiar to students. (ACELA1500).

- Develop meta-language that students can use to: discuss their interpretation of a literary text, identify ideas, identify text structures and explore features of particular audiences (ACELT1795)

Linking devices- Know how authors construct texts that are

cohesive and coherent through the use of linking devices and text connectives

Authors and IllustratorsDescribe how events, characters and settings in texts are depicted and explain one’s own response to them.Authors- Discus how authors use narrative voice to tell the story.- Identify from which POV the story is being told:o an author telling the story from 1st person POV will tell

the story from the protagonist perspective.o an author telling the story from a 3rd person POV will

use the omniscient, protagonist or antagonist POV (ACELY1698) (ACELT1610) (ACELA1502)

- Examine texts written from different narrative points of view:o discuss what information the audience can accesso examine how this access impacts on audiences

sympathies- Explain why an author might choose a particular

narrative point of view (ACELT1610)- Discuss how authors use figurative language (similes,

metaphors, personifications) to make comparisons between different things (ACELT1611)

- Describe how authors convey information about social, historical and cultural elements through literary devices (symbols, dialogue and character descriptions) (ACELT1608)

- Study the writing style of a selected authoro Identify its structure, ideas and stylistic featureso Create literary texts in the selected authors style

(ACELT1798)Illustrators- Investigate how illustrators sequence images in textso explain the effect that a sequence of images has on

the viewer’s interpretation of the textso explain and compare image sequences in print and

hyperlinked digital texts (ACELA1511)

Research skillsConducting research- Identify research purpose (the point of doing

research)- Locate texts/information from several sources

as a starting point for beginning research- Use knowledge of organisation of texts to

predict content- Gather and organise information (group

together key words/phrases)- Integrate and link ideas- Evaluate the accuracy, currency and relevance

of print and digital sources- Summarise information (ACELY1703)

(ACELA1797)Analysing sources of research- Evaluate information gathered for its relative

value and credibility:o Does this information help me find out what

I need to know?o How do I know that I can trust this

information to be truthful and accurate?- Analyse different forms of objective and

subjective data- Connect information gleaned from research to

own prior knowledge or experience- Justify the point of view of the research or

information- Make inferences based on research- Identify assertions in texts and why they are

used- Analyse the meaning of words as they have

changed over time(ACELY1699) (ACELY1703)

(ACELY1702)(ACELA1500)

Comprehension skillsUse comprehension strategies to analyse and evaluate texts:Making connections- Make connections to own life, other texts or to the world. Sample

questions: 'o Do I recognise this in my own world?'o How is this text similar to or different from other texts I’ve read?o How common is it to human experience in the real world?o What new ideas does it bring?o How does this idea fit with what I believe?

- Connect information and ideas by building on prior knowledge and vocabulary

- Infer meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds

- Summarise and present information in a new way- Examine how authors create mental images in the viewer’s mind by

exploring visualisation techniques- Develop open-ended questions to generate discussion and prompt further

research- Evaluating:o Evaluate images in texts and how they position the readero Identify the main idea of a texto Identify the purpose, structure and audience of a texto Analyse and explain literal and implied information from a variety of

textso Provide opportunities for students to discuss how the ideologies of the

reader and the author combine to create an interpretation of the text- Synthesisingo create literary texts using familiar story lines, changing characters,

personalities or offering an alternative point of view.o Explain how changing the viewpoint of the story can lead to different

kinds of interpretations and responses(ACELT1610) (ACELT1609) (ACELT1608)

(ACELT1611) (ACELY1698) (ACELT1612)

Reading Fluency & Expression

Reading Expression and Fluency- Provide opportunities to read a wide variety of texts for enjoyment, informative and research purposes- Present rehearsed material to other students (eg reading of poetry at assembly, reading of text to another class)- Develop expressive reading techniques:o use different facial expressions to show moodo glance between the text and the audience to make eye contact with the audienceo ‘change voices’ for different characterso read with expression, fluency and prosody (eg Readers Theater, choral reading, repeated reading, guided reading,

script reading, and devotional reading).- When reading aloud, ensure that the tone, pace and expression engages the selected audience- Read aloud to authentic audiences

Example: Buddy reading by Year 5 students to Year 1 students. Year 5 students will take ownership of the selection of text that suits their buddy and by creating a short activity for their buddy to complete before or after the text has been read

(ACELY1700) (ACELY1796) (ACELY1703)

Text processing strategiesCombine contextual, grammatical, semantic and phonic knowledge for monitoring meaning by:- skimming / scanning- reviewing- reading aloud with fluency and expression- reading a wide range of different types of

texts- establishing word identification strategieso knowledge of the topico knowledge of text type

(ACELY1702)

Self-monitoring strategies- re-reading- self-questioning- pausing- predicting(ACELY1702)

Self-correction strategies- confirming- cross-checking(ACELY1702)

GoalsReading Recovery Levelled TextsExpected minimum home reading level at end of Year 5 is level 30 or above.Achievement standard for each level:- Student must read with natural tone and expression- Student not achieving minimum standard should be provided with home readers at

appropriate level

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 5Elements Understandings, Content & Strategies Achievement Standard

Wri

ting

Yea

r 5

Deconstruction of texts

Purpose and structure- Read and deconstruct a range of texts and literature (including poetry

and songs)- Identify and discuss the following items:

o purpose of texto stylistic features of authors (structures, ideas, characters etc)o degree of formalityo grammatical features of texts (see grammar section for details)o perspectives and POV of texts

(ACELA1502) (ACELY1701) (ACELA1504)

Degree of formality- Identify features in the text to determine

formality- These could include:

o vocabulary choiceso structural layouto lengtho inclusive languageo specificity

(ACELA1504)

Literary devices- Build awareness of literary devices that authors use to engage the reader and enhance

meaning- Provide opportunity to experiment with a range of devices including:

o simileso metaphorso personification

(ACELT1611)

Authors and illustrators- Select an author or illustrator to study- Identify their characteristic similarities or differences

through a collection of their works (eg features, structures, characters, narrative voice and ideas).

- Use this knowledge to create a work in that style

(ACELT1798) (ACELT1611)

WritingStudents use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Text Processes

Planning- Articulate the audience and purpose of own writing- Identify the proposed point of view/narrative voice of text- Select an appropriate text structure to plan a text- Brainstorm literary devices, images and language features (eg

vocabulary choices) to use when creating the text(ACELY1704)

Drafting- Draft own text using

planning formats(ACELY1704)

Editing- Edit own and others’ work using agreed criteria (eg editing checklists) focusing on:

Publishing- Publish work for a variety

of audiences- Use a range of

presentation forms and publishing software

(ACELY1707)

(ACELY1704)

o text organisation captions titles headings

o text structure paragraphs (including order of ideas and sentences) topic sentences revise sentence structure for clarity of meaning and

purpose

o language features use of adjectives specificity of vocabulary

o word imageryo addition or deletion of words

*combine with the’ punctuation and editing’ section on next page(ACELY1705)

Text Forms

Imaginative Informative PersuasiveNarrative Poetry Recount Instructional Report Instructional Report Argument Advertisement

NarrativePurpose- To entertain or inform the readersStructure- Orientation- Build up- Climax- ResolutionFeatures- Chapter division- Flashbacks- Shifts in time- Explore different styles of narrative writing (eg

mystery, fantasy)- Explore non–linear chronology (portraying events

happening simultaneously) and associated vocabulary (eg meanwhile…)

- Extend ways to link paragraphs (eg using adverbs and adverbial phrases) to make cohesive narratives

- The use of figurative language (smiles, metaphors and personification)

(ACELA1797) (ACELT1608)

(ACELT1611) (ACELY1698)

(ACELT1612) (ACELT1798)

LimericksPurpose- To entertain the

readerStructure- Five lines- Rhyming pattern

AABBA- Rhythm Pattern

(stressed and unstressed syllables)

*Explore rhythm patterns through the deconstruction of limerick patterns used by others.Features- Humorous

(ACELT1611) (ACELY1698)

(ACELT1612) (ACELT1798)

Autobiographical EpisodesPurpose- To take a certain time period in one’s own

life that was interesting or holds great significance to convey a sense of self to the reader

Structure- Introductory paragraph (sets the scene)- Describes events in order- Closing statementFeatures- Written in 1st person- Past tense- Time sequence clearly signaled- Descriptive details (including how the event

made them feel)- Use of specific names for people and places- Closing statement can be formed as a lasting

impression (I’ll never forget . . .) or a consequence (From then on I never . . .) or (Looking back I can see it differently…).

- Use of similes and metaphor

(ACELA1797) (ACELA1511)

Factorial Explanation*select a tangible phenomenon that can be measured/ assessed using our senses (eg how volcanoes erupt)Purpose- To present the reasons for why things happenStructure- Phenomenon identification (identifies either the

phenomenon and its main causes or the phenomenon and its main results

- Factors or consequences (a series of stages which treat each of the causes/results in turn, with each generally introduced by a hyper-theme

Features- Present tense- Technical vocabulary- Relative clauses to expand meaning of technical

vocabulary- Nominalizations to summarize process- Passive voice and active voice- Causal elementsInclude graphic features – flow charts, charts, tables, labeled diagrams or graphs(ACELA1797) (ACELA1511)

(ACELY1700)

Sequential Explanation*select an intangible phenomenon that can’t be measured using our senses (eg how gravity works)Purpose- To tell how or why something

happened(s)Structure- General statement: introducing the

topic or process- Information: provide extra information

about the topic- Explanation: record how and why

something works or occurs in sequence- Conclusion: provide a final explanationFeatures- Present tense- Time and sequence connectivesInclude graphic features – flow charts, charts, tables, labelled diagrams or graphs

(ACELA1797) (ACELA1511) (ACELY1700)

Objective ArgumentPurpose- To persuade the reader

to change a point of view and accept a new point of view through logical, researched information

Structure- Introductory paragraph- Series of paragraphs- Concluding paragraphFeatures- Researched- Consider the strengths

and weaknesses of each position

- Concluding paragraph includes personal opinion

(ACELA1502)(ACELT1609)

(ACELT1610)

Multi-modal AdvertisementPurpose- To persuade the viewer

to engage with the message and take action

Features- Assemble and sequence

points in order to be most persuasive

- Selecting style and appropriate vocabulary

- Emotive language- Deliberate use of

ambiguity- Gaining the audience’s

attention(ACELA1502) (ACELT1609)

(ACELT1610)

Grammar

Nouns- Define and identify noun groups

and phrases that can be used to enrich their own work (eg The two happy little girls.) (ACELA1508)

- Recognise uncommon plurals (focus/foci) (ACELA1514)

Etymology- Understand that the

pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

- Continue to build vocabulary using prefixes, suffixes and root words (eg ‘aqua’ means ‘water’ to make words such as aquarium) (ACELA1513)

PronounsReference- Understand what

pronoun reference is- Ensure agreement of

pronoun/antecedent and pronoun/verb(eg Cheryl [antecedent] is walking the dog [antecedent]. She (Cheryl] is taking it [the dog] through the bush.

*Bold shows pronoun and antecedent agreement; underlined sections show pronoun and verb agreement (is = singular)(ACELY1704)

Adjectives- Examine and use absolute

adjectives in writing.An absolute adjective is something that either is or isn’t (such as ‘unique’, ‘perfect’, ‘the’, ‘dead’, ‘complete’)

Groups and Phrases- Understanding that

descriptive detail can build up around adjective groups/phrases

- Use adjective groups to create fuller descriptions (imagery) when describing a person, place, thing or idea (eg The monster was a terrifying sight with huge teeth, staring eyeballs, a maniacal grin and matted long white hair). (ACELA1508)

AdverbsGroups and Phrases- Using adverb clauses to

create effective descriptions (eg a simple adverb such as ‘well’ can be made more intense or emphatic through the use of modal verbs such as ‘very well’, or ‘quite well’) (ACELA1512) (ACELY1704)

VerbsTense- Understanding that verbs are

the only determiners of tense. Explore the various forms of presenting tense including simple past/present/future (ACELY1704)

Active and Passive Voice- Understand how verbs create

active and passive voice- Use active and passive voice of

verbs.An active verb tells us that someone or something does the action in a sentence (eg ‘James watered the flowers’. ‘The puppy chewed the shoe’). The passive voice tells us that someone or something has an action done to them (eg ‘The flowers were watered by James’. ‘The shoe was chewed by the puppy’). (ACELY1704)

(ACELY1705)

Sentence structureSubordinate clauses- Identify subordinate clauses in complex

sentences (ACELA1507)- Identify and explain how to use main and

subordinate clauses in complex sentences (ACELA1507)

- Understand how the prominence (initial wording of sentence) affects the meaning(ACELA1505)

Types of sentences- Exploring the structure of similes (needs to have

the words ‘like’ or ‘as’ in the sentence )and metaphors (needs to have ‘is’, ‘was’, ‘are’, ‘were’

(ACELT1611) (ACELY1701)

Text StructureParagraph structure- Consolidate paragraph structure- Focus on

o Leading Topic sentenceso Sequenced supporting sentenceso Concise concluding statements

(ACELY1704)

Cohesive devicesLink sentences to make texts cohesive and flowing through:- Use of different types of conjunctions:o of cause (because, since, as, therefore)o of concession (although, though, even though, while)o of condition (if, unless)o of result (so, so that, in order that)o of time (while, before)o of comparison (as, so, than, however)

- Repetition of key words and phrases throughout a text- Use of prepositional phrases (i.e. showing the position of the

object being described to provide detail and communicate meaning accurately)

- Use of conjunctive adverbs (eg however, moreover, nevertheless) and transitional expressions (eg on the other hand, in short)

- Repetition of key words and phrases throughout a text- Use of prepositional phrases (ie showing the position of the

object being described to provide detail and communicate meaning accurately).

- Use of connectives of time (eg firstly, secondly)

(ACELY1704) (ACELY1701)

Australian Curriculum – English Content Map: Writing (continued): Term 1 Term 2 Term 3 Term 4 Year 5Handwriting Use handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes. (ACELY1706)

Spelling & Phonological

awareness

Spelling Strategies for meaning- Teach and use unusual prefixes and suffixes; ad (advance), al (alleviate), ag

(aggravate), ap (apprehend), af (affiliate), as (assemble), im (impossible), ir (irresponsible)

- Teach the ‘y’ rule when adding suffixes such as ‘ness’ (‘happy/happiness,’ lonely/loneliness’) and ‘ful’ (‘beauty/beautiful’, ‘plenty/plentiful’) (ACELA1511)

- Investigate word origins (Latin and/or Greek roots) and their meanings (ACELA1513)

- Use uncommon plurals (focus/foci, octopus/octopi) (ACELA1514)

Spelling strategies for phonological and visual perception- Teach the following spelling rules:

o using ‘i’ before ‘e’ rule, except after ‘c’ or when making an ‘ay/ai’ sound (as in neighbor and weigh)o dropping the final ‘e’ before adding a suffix that begins with a vowel (eg ride/riding, take/taken)o changing a final ‘y’ to ‘i’ – change a final ‘y’ to ‘i’ before a suffix unless the suffix begins with ‘i’ (try + es = tries; try+ing=trying)o doubling a final single consonant before a suffix beginning with a vowel when both of these conditions exist: a single vowel precedes the consonant; the consonant ends an accented syllable or one

syllable word (stop+ing = stopping; stoop+ing = stooping).- Understand how and why phonemes make the intended sound and apply in writing

o Teach how to maintain a short vowel sound before a ‘g’ (making a ‘j’ sound) by adding ‘d’ (bridge, judge, knowledge, badge), ‘nge’ (avenge, binge, change, lounge) and ‘lge’ (bulge, indulge, divulge)o The letter ‘a’ makes a short ‘o’ sound after ‘w’ (swan, swap, swamp)

- Teach tricky diagraphs (eg island, pneumonia, ocean, special)- Teach unstressed vowels (eg boundary, business)- Teach and revise common and uncommon homophones

(ACELA1513) (ACELA1514)

Punctuation & Editing

Editing for content- Reread and edit for meaning by adding, deleting or moving words or word groups to

improve content- Develop skills of editing for grammatical and spelling accuracy to improve clarity of text,

connection between ideas and the overall flow of the text(ACELY1705)

Editing for structure- Edit the structure of their text to improve clarity and meaning (eg analysing paragraphs for

topic sentence, supporting detail and applicability to topic)(ACELY1705)

Editing for punctuation- Edit the punctuation of text including:

o sentence boundarieso use of punctuation for direct and indirect speecho use of apostrophes for common and uncommon nouns.o use of apostrophe of possessiono hyphens

(ACELA1506) (ACELY1705) (ACELA1513)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 5Elements Understandings, Content & Strategies Achievement Standard

Spea

king

& L

iste

ning

Yea

r 5

Interaction Skills

Presentation SkillsEngagement of Audience- Adjust presentation to re-engage the audience if

needed- Use visual, graphic and sound materials to

enhance presentation- Use varying voice effects in formal presentation

(modulating tone, volume and pace)- Present in organised manner (sequence ideas

logically and provide supporting detail) to enhance understanding

- Begin to refer to reliable sources to support claims

Communication- Communicate in a clear and coherent manner

using descriptive and technical vocabulary- Use elements of speech (tone, pace, pitch and

volume) appropriate to audience and purpose of the task

(ACELY1700) (ACELY1796)

Interpreting ideasExpectations

-Listen for key points-Use information heard to share with others or to complete a task-Extend ideas and information-Clarify the speaker’s meaning as presentations occur or during discussions-Make constructive comments that keep conversations moving-Review expressed ideas-Convey tentative conclusions based on information heard so farSkills-Note taking-Paraphrase-Reflection-Synthesize-Ask questions to clarify-Ask questions for additional information-Ask open ended questions to maintain conversation-Following up on information

(ACELY1699) (ACELY1796)

ParticipationExpectations

-Participate actively in a wide range of speaking and listening situations and contexts

-Use appropriate vocabulary choices to communicate meaning accurately.

-Make justified assertions-Give complements and encouragement-Empathise with participants in the conversationsSkills-Acknowledge other’s contributions-Extend other’s contributions-Present ideas clearly and coherently-Use descriptive words and technical vocabulary-Understand that the patterns of language vary across different

contexts, formality and types of interaction (eg information conversations don’t require ‘hand up’ rule while a sermon in Church requires active listening but no verbal participation)

(ACELA1501) (ACELA1504) (ACELY1699)

(ACELY1796)

Expressing points of viewExpectationsUnderstand that people are different from each other and can have different opinions about things. Different points of view can occur as part of polite conversation.SkillsModel, teach and use:

-Elements of speech (tone, pace, pitch, volume) used to express opinions and modify to suit participants (ie modify to suit age, experience, expertise and familiarity)

-Use of appropriate vocabulary to express opinion (ie thinking verbs such as ‘I think’, ‘I believe’, and summary verbs for example ‘we concluded’)

-Use of background information and evidence to justify and support your point of view

-Respectful listening to the opinions of others even if you don’t agree-Use of inclusive language to express your point of view (eg language that

won’t offend or put others off side)-Not taking a difference in point of view personally. You can still respect and

be friendly with someone who has a different opinion.(ACELA1502) (ACELY1699) (ACELT1609)

Speaking and listeningStudents listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Communication (understandings)

Understanding and appropriate use of social interactions:- Greet unfamiliar adults- Open and close a conversation- Plan and present a formal speech- Build on the ideas of others- Present ideas and opinions at levels of formality appropriate to the context and audience- Interrupt, intervene, recap or redirect communication appropriately and respectfully- Alter vocabulary choices to match intended audience- Respond sensitively to cultural differences (eg silence in one culture may be offensive, while in another it may be a sign of respect).(ACELA1501)

Presentation Formats

Comparative ReportPurpose- To provide accurate and relevant information in

order to describe two or more things by comparing and contrasting different aspects

Structure- Classification (previews the aspects that will be

compared or contrasted)- Description (each spoken paragraph deals with an

aspect of comparison)- Labeled visuals- Conclusion including a deduction or summary of

similarities and differencesFeatures- Present tense- Technical vocabulary- Expanded nominal groups to describe- Relational processes to define, categories, name

and describe(ACELA1797) (ACELA1511) (ACELY1700)

Raps, odes or lyricsPurpose- To share the writer’s thoughts and feeling about

an experience or topicStructure- ABAB or AABB rhyme structure- Rhythm patterns (stress and intonation)Features- Rhyming sentences- Language to emote a feeling- Create in small groups a lyric based on a story,

historical event or science knowledge(ACELA1797) (ACELT1608) (ACELT1609)

(ACELT1611) (ACELY1698) (ACELT1612)(ACELT1798)

RecountingPurpose- To retell an experience aimed at a specific

audienceStructure- Write recounts based on the same subject

(personal experience, historical event etc) for two contrasting audiences choosing the appropriate text structure

Features- Varied but consistent use of past tense eg “As he

was running away he noticed . . .”(ACELA1797) (ACELY1700)

Verbal debatesPurpose- To effectively communicate your position and influence

people to that position over your oppositionStructure- An adjudicator & two teams- Starts with an opening statement by affirmative team- Turn taking by each teams to refute previous statements

and present new reasons- Concluding statementsFeatures- Affirmative and negative position on an issue statement- Research based information around the statement- Emotive language- Persuasive language- Modal verb usage- Use of voice (projection, intonation, pace, pitch and

expression)(ACELY1700) (ACELT1610) (ACELT1609)

(ACELY1699) (ACELY1796)

Literary performancePurpose- To entertain and to retell a literary textStructure- Narrative structure- Integrate use of voice and body

movement to connect and engage with audience

Features- Dramatise a story from a different point of

view- Recreate story in a different setting or

environment, setting or time period- Develop the story line using the narrative

voice

(ACELT1609) (ACELT1798)

(ACELT1612) (ACELT1608) (ACELY1700)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 5GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUMICT

Competence ICT

Critical and Creative Thinking CCT Ethical Behaviour ETH Personal and Social Competence P&S

Intercultural Understanding

ICU

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander

histories & cultures ATSI

Asia & Australia’s engagement with Asia ASIA Sustainability SUS

ENGLISH

Language

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) LIT, ICU, ATSI, ASIA

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) LIT, CCT, P&S, ICU, ATSI, ASIA

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) LIT, CCT, P&S

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) LIT, CCT

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) LIT

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) LIT

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 (ACELA1797) LIT, NUM, ICT

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) LIT, CCT

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) LIT

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) LIT, ICT, CCT

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) LIT

Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513) LIT

Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513) LIT

LiteratureIdentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) LIT, ICT, CCT, P&S, ATSI, ASIA

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) LIT, ICT, CCT, P&S, ETH, SUS

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) LIT, ICT, CCT, P&S

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) LIT, CCT, P&S, ICU, ATSI, SUS

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) LIT, CCT, ATSI, SUS

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612) LIT, ICT, CCT

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) LIT, ICT, CCT

Literacy

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) LIT, ICT, CCT, P&S

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699) LIT, CCT, SUS

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) LIT, ICT, CCT, SUS

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) LIT, CCT, SUS

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) LIT, CCT, SUS

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) LIT, ICT, CCT, SUS

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) LIT, ICT, CCT, SUS

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) LIT, ICT, CCT,

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705) LIT

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706) LIT

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) LIT, ICT, CCT,

MATHEMATICS

Proficiency StrandsUnderstandingi includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry

Fluencyincludes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles

Problem Solvingincludes formulating and solving authentic problems using whole numbers and measurements and creating financial plans

Reasoningincludes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets

Number & Algebra

Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098) LIT, NUM, CCT

Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099) LIT, NUM, ICT, CCT

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100) LIT, NUM, ICT, CCT

Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101) LIT, NUM, ICT, CCT

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291) LIT, NUM, ICT, CCT

Compare and order common unit fractions and locate and represent them on a number line (ACMNA102) CCT

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103) LIT, NUM, CCT

Recognise that the place value system can be extended beyond hundredths (ACMNA104) CCT

Compare, order and represent decimals (ACMNA105)

Create simple financial plans (ACMNA106) LIT, NUM, CCT, P&S

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107) LIT, CCT

Use equivalent number sentences involving multiplication and division to find unknown quantities (ACMNA121) LIT, NUM, CCT

Measurement & Geometry

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)LIT, NUM, ICU, ATSI

Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109) CCT

Compare 12- and 24-hour time systems and convert between them (ACMMG110) NUM, ICU, ATSI

Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111) LIT, NUM, ICT, CCT

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) LIT, NUM, ICU, ATSI

Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114) LIT, ICT, CCT

Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115) NUM, ICT, CCT

Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Statistics & Probability

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116) LIT, NUM, CCT, ICU, ASIA

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116) LIT

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118) LIT, NUM, SUS

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119) LIT, NUM, ICT, CCT

Describe and interpret different data sets in context (ACMSP120) LIT, NUM CCT, P&S

SCIENCEScience

UnderstandingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093) LIT, CCT, SUS

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) LIT, NUM, CCT

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) LIT, NUM, CCT, SUS

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) LIT, CCT

Science as a human endeavour

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081) LIT, CCT

Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082) LIT, CCT, P&S, ICU, SUS

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) LIT, CCT, P&S

Scientific knowledge is used to inform personal and community decisions (ACSHE217) LIT, CCT, P&S, SUS

Science Inquiry SkillsWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) LIT, CCT, P&S

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) LIT, ICT, CCT

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) LIT, NUM, ICT, P&S

Use equipment and materials safely, identifying potential risks (ACSIS088) LIT, P&S

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) LIT, NUM, ITC, CCT

Compare data with predictions and use as evidence in developing explanations (ACSIS218) LIT, NUM, CCT

Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)LIT, CCT, P&S

Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093) LIT, NUM, ITC

HISTORYKey Inquiry Questions

What do we know about the lives of people in Australia’s colonial past and how do we know? How did an Australian colony develop over time and why? How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped Australian colonies?

Historical Knowledge &

Understanding

Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) LIT, CCT

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095)

The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Historical SkillsSequence historical people and events (ACHHS098) LIT, NUM

Sequence historical people and events (ACHHS098) LIT

Identify questions to inform an historical inquiry (ACHHS100) LIT, CCT

Identify and locate a range of relevant sources (ACHHS101) LIT, NUM, ICT, CCT

Locate information related to inquiry questions in a range of sources (ACHHS102) LIT, CCT

Compare information from a range of sources (ACHHS103) LIT, CCT

Identify points of view in the past and present (ACHHS104) LIT, CCT, P&S, ICU

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) LIT, CCT

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106) LIT, NUM, ICT, P&S

Australian Curriculum – English Links with other Curriculum Areas (Continued): Term 1 Term 2 Term 3 Term 4 Year 5GEOGRAPHY

Inquiry QuestionsHow do people and environments influence one another?

How do people influence the human characteristics of places and the management of spaces within them?

How can the impact of bushfires or floods on people and places be reduced? Key Concepts

Place(national, regional & global scale)

Space(national, regional & global scale)

Environment(national, regional & global scale)

Change Sustainability

Geographical Knowledge & Understanding

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026) LIT, NUM, CCT, ICU

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027) LIT, CCT, ICU, ATSI, SUS

The influence of the environment on the human characteristics of a place (ACHGK028) LIT, CCT, ICU, ATSI, ASIA

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029) LIT, CCT, P&S, ETH, SUS

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) LIT, NUM, CCT, P&S, SUS

Geographical Skills

Develop geographical questions to investigate and plan an inquiry (ACHGS033)LIT, CCT, SUS

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034) LIT, NUM, ICT, CCT, ETH, ATSI, SUS

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) LIT, NUM, ITC, CCT

Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036) LIT, NUM, ITC, CCT

Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) LIT, NUM, ITC, CCT

Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038) LIT, NUM, ITC, CCT

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039) LIT, NUM, ITC, CCT, SUS

THE ARTS

DanceExplore movement and choreographic devices, using the elements of dance to choreograph dances that communicate meaning (ACADAM009) LIT, NUM, CCT

Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010) LIT, NUM< CCT, P&S, SUS

Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) LIT, CCT, ATSI, ASIA

Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036) LIT, CCT, P&S

Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicExplore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088) LIT, NUM, CCT, ASIA, SUS

Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS

Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090) LIT, CCT, P&S, SUS

Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsExplore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062) LIT, ICT, CCT, P&S, ICU, ATSI, ASIA, SUS

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063) LIT, NUM, ICT, CCT

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) LIT, ICT, CCT, P&S, ASIA, SUS

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Visual ArtsExplore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114) LIT, CCT, P&S, ETH, ICU, ATSI, ASIA, SUS

Develop and apply techniques and processes when making their artworks (ACAVAM115)LIT, CCT, P&S, P&S, ICU, SUS

Plan the display of artworks to enhance their meaning for an audience (ACAVAM116) LIT, CCT, P&S, ATSI, ASIA, SUS

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019) LIT, ICT, CCT, P&S, ETH, ATSI, ASIA, SUS

Investigate how forces or electrical energy can control movement, sound or light in a designed product or system (ACTDEK020) LIT, NUM, ITC, CCT, ASIA

Investigate how and why food and fibre are produced in managed environments (ACTDEK021) LIT, CCT, P&S, ASIA, SUS

Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022) LIT, CCT, P&S, ETH, ATSI, SUS

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) LIT, ICT, CCT, ASIA, SUS

Processes & Skills

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) LIT, CCT, SUS

Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) LIT, NUM, CCT, SUS

Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026)LIT, NUM, P&S, SUS

Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027) LIT, NUM, CCT, ETH, SUS

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028) LIT, CCT, P&S, SUS

Digital Technologies Knowledge & Understanding

Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014) LIT, NUM, ICT, CCT

Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015) LIT, NUM, ITC, CCT

Processes & Skills

Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016) LIT, NUM, ITC, CCT

Define problems in terms of data and functional requirements, and identify features similar to previously solved problems (ACTDIP017) LIT, NUM, ITC, CCT

Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018) LIT, ITC, CCT

Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018) LIT, NUM, ITC, CCT

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020) LIT, NUM, ITC, CCT

Explain how developed solutions and existing information systems are sustainable and meet local community needs, considering opportunities and consequences for future applications (ACTDIP021) LIT, ITC, CCT, P&S, ETH, ATSI, SUS

Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022) LIT, ITC, CCT, P&S, ETH

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052) LIT, CCT, P&S

Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) LIT, CCT

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) LIT, CCT, P&S

Practise skills to establish and manage relationships (ACPPS055) LIT, CCT, P&S

Practise skills to establish and manage relationships (ACPPS055) CCT, P&S

Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) LIT, CCT, P&S

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) LIT, CCT, P&S, SUS

Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) LIT, CCT, P&S, ETH, SUS

Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) LIT, CCT, P&S, SUS

Movement & Physical Activity

Practise specialised movement skills and apply them in different movement situations (ACPMP061) LIT, NUM, CCT, P&S

Design and perform a variety of movement sequences (ACPMP062) LIT, NUM, CCT, P&S

Propose and apply movement concepts and strategies (ACPMP063) LIT, NUM, CCT, P&S

Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064) LIT, CCT, P&S

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) LIT, CCT, P&S

Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding (ACPMP066) LIT, CCT, P&S, ICU, ATSI, ASIA

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067) LIT, CCT, P&S, ETH

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068) LIT, CCT, P&S

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Interact with peers to describe aspects of daily life, school, friends and pastimes [Key concepts: friendship, leisure; Key processes: corresponding, interacting] (ACLINC035) LIT, CCT, P&S, ICU

Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class [Key processes: planning, organising, negotiating] (ACLINC036) LIT, NUM, CCT, P&S, ICU

Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences [Key concepts: collaboration, responsibility; Key processes: requesting, interacting] (ACLINC037) LIT, CCT, P&S, ICU

Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures [Key concepts: lifestyle, event; Key processes: classifying, comparing] (ACLINC038) LIT, CCT, NUM, P&S, ICU

Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports [Key concept: literacy; Key processes: describing, reporting] (ACLINC039) LIT, NUM, ICT, CCT, P&S, ICU

Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions [Key concepts: fact, fiction; Key process: describing; Key text types: story, script, cartoon] (ACLINC040) LIT, NUMCCT, P&S, ETH, ICU

Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme[Key concepts: imagination, drama; Key processes: performing, composing; Key text types: dialogue, narrative] (ACLINC041) LIT, CCT, P&S

Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning [Key concept: meaning; Key processes: translating, selecting] (ACLINC042) LIT, CCT, P&S

Create for the school community simple bilingual texts such as reports, instructions and games [Key concept: equivalence; Key processes: comparing, modifying] (ACLINC043) LIT, CCT, ICU,

Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments [Key concepts: reaction, strangeness; Key processes: accommodating/rejecting, suggesting] (ACLINC044) LIT, CCT, P&S, ICU

Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity [Key concepts: belonging, identity; Key processes: recording, evaluating] (ACLINC045) LIT, CCT, P&S, ICU

Understanding

Notice pronunciation of phonemes such as ng/ngg/ny, and notice the difference in pronunciation of loan words from English [Key concepts: loan, emphasis; Key processes: experimenting, predicting] (ACLINU046) LIT, CCT, ICU

Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary [Key concepts: time, place; Key processes: applying, understanding] (ACLINU047) LIT, NUM, CCT, P&S, ICU, ASIA

Develop understanding of how grammatical structures and rules influence textual organisation [Key concept: coherence; Key processes: connecting, applying] (ACLINU048) LIT, ICT, CCT

Develop awareness that language use reflects different contexts, purposes and audiences [Key concepts: social distance/intimacy, context; Key processes: analysing, predicting] (ACLINU049) LIT, CCT, P&S, ICU

Recognise that Indonesian contains influences from other languages, such as regional and foreign languages [Key concepts: change, borrowing; Key processes: identifying, discussing] (ACLINU050) LIT, CCT, P&S, ICU, ASIA

Recognise that language and culture are integral to the nature of identity and communication [Key concept: assumptions; Key processes: exploring, examining connections] (ACLINU051) LIT, CCT, P&S, ICU

JOHN CALVIN PRIMARY SCHOOLS Australian Curriculum – English: Content Overview Year 6Sub-strands Content Descriptions Term

1Term

2Term

3Term

4 Achievement Standard

Language

Students develop their knowledge about the English

language and how it works.

Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515) Reading and viewing

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Writing

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Speaking and listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Language for interaction

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Understand the uses of commas to separate clauses (ACELA1521)

Expressing and developing ideas

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)

Literacy

Students develop the knowledge and skills to interpret and

create spoken,

written, visual & multimodal

texts.

Texts in context Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with others

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Interpreting, analysing and evaluating

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)Analyse strategies authors use to influence readers (ACELY1801)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Literature

Students understand, respond to,

analyse, evaluate, and

create literature.

Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Responding to literature

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Examining literature

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Australian Curriculum – English Content Map: Reading & Viewing Term 1 Term 2 Term 3 Term 4 Year 6

Elements Understandings, Content and Strategies Achievement Standard

Rea

ding

and

Vie

win

g Ye

ar 6

Reading and viewingBy the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Receptive (listening, reading & viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Comprehension(including Grammar &

Vocabulary)

Main comprehension focus: analyse, evaluate and compare textsCritical AnalysisInvestigate an understanding of texts through:Text organisation and structure- Examine a variety of texts to identify strategies used to evoke

empathy and concern in the reader (eg use of exaggeration, character embarrassment, insights into characters feelings) (ACELA1518)

- Analyse narrative texts to identify the characteristic language features, sentence structures, and literary devices used to create its particular style or genre (eg historical narrative, love stories, realistic or fantasy texts) (ACELT1615)

(ACELT1616)- Analyse text structures and language features to determine the

intention of the text (ACELY1711)Images- Identify analytical images and their purposes (such as tables,

diagrams, maps, flow charts, graphs)- Explain how analytical images contribute to written information- Explore how analytical images can be used to support a bias- Analyse how sequential events can be represented by a series of

images (eg comic strips, time lines)- Analyse how a series of images can represent a particular theme

or point of view (eg photo journalism) (ACELA1524)Themes- Identify themes and subthemes located within a text- Investigate how a theme is developed through subjective and

objective language and bias- Identify how emotive language and imagery is used to connect the

reader to the theme- Compare texts on a similar theme to determine similarities and

differences in the development of the theme (eg how has author A developed his/her POV regarding the theme of war compared to author B)

(ACELA1517) (ACELT1614) (ACELT1617)

VocabularyAnalysis of vocabulary- Identify different forms of

vocabulary:o Technical vocabularyo Analytical vocabulary

(evaluative and comparative)

- Investigate how vocabulary choices can express shades of meaning, feelings and opinion (ACELA1525)

Meta-language- Use meta-language to

clearly communicate an analysis, evaluation and comparison of texts

- Create a glossary of metalanguage (ie words and expressions that enable thinking and talking about language and texts)

- (ACELA1525)

Authors and IllustratorsUnderstand how plots, themes and topics are developed by authors and illustrators to evoke a reader’s response.Authors- Analyse and evaluate how authors represent ideas, characters and

events (ACELY1801)- Discuss how authors innovate text structures to achieve a particular

purpose and effect- Discuss how authors manipulate language features to achieve

particular purposes and effects (eg to persuade, create humour) (ACELA1518)

- Discuss the strategies authors use to create cohesive texts

(ACELA1520) (ACELY1801)- Analyse how authors use emotive language to position the reader

(ACELY1801)- Identify and explore language choices that influence personal response

to different texts. Examine modality, emphasis, repetition and metaphors (eg what is your personal response to this text; why do you think you responded in this way?)

(ACELT1615)- Identify and describe similarities and differences between texts by the

same or different authors on a particular subject or theme (ACELT1616)- Discuss and evaluate the characteristics that define an author’s

individual style in comparison to other authors (ACELT1616) (ACELY1708)

Illustrators- Identify and describe similarities and differences between pictorial

representations by the same or different illustrator(s) on a particular subject or theme (ACELY1713)

- Discuss and evaluate the characteristics that define an illustrators individual style in comparison to other illustrators. Consider visual techniques, medium used, and aesthetics to convey meaning about characterization, setting, plot or theme (ACELT1616)

Research SkillsConducting research- Identify research purpose (the point of doing research)- Evaluate texts and information for their pertinence to the

research topic- Navigate texts using table or contents, glossaries and indices- Use knowledge of organisation of texts to predict content- Gather and organise information (group together key

words/phrases).- Integrate and link ideas.- Evaluate the accuracy, currency and relevance of print and

digital sources- Summarise information- Gain relevant information from tables, grids, maps, diagrams

and graphs to use in research(ACELY1712) (ACELA1524)Analysing research- Evaluate information gathered for its relative value and

credibility:o Does this information help me find out what I need to know?o How do I know that I can trust this information to be truthful

and accurate?- Analyse different forms of objective and subjective data- Connect information gleaned from research to own prior

knowledge or experience- Justify point of view of research or information- Make inferences based on research- Create a glossary or subject specific words to assist in the

analysis of new research information(ACELY1713)

Comprehension SkillsMaking connections and new meaning- Make connections between the text and

students own experience or other texts- Make connections between information in print

and images- Find specific literal information- Use prior knowledge and textual information to

make inferences and predictions- Ask and answer questions- Find the main idea of a text- Summarise a text or part of a text

(ACELY1713) (ACELT1613)Synthesising- Create new literary texts that combine or adapt

aspects of familiar texts in innovative ways (ACELY1714)

- Experiment with text structures and language features for familiar and less familiar audiences (ACELT1618) (ACELT1800)

Evaluation and Analysis- Compare and analyse information (literal and

implied) (ACELY1713)

Reading Fluency & Expression

Reading Expression and Fluency- Read a wide variety of texts for enjoyment, informative and research purposes- Present rehearsed material to other students (eg reading of poetry at assembly, reading of text to another class)- Develop expressive reading techniques:o use different facial expressions to show moodo look up from the text to make eye contact with the audienceo change volume and tone of voice for different characterso read with expression, fluency and prosody (eg Readers Theater, choral reading, repeated reading, guided reading, script reading, and

devotional reading)- When reading aloud, ensure that the tone, pace and expression engages the selected audience- Provide authentic audiences for oral reading

(ACELY1712) (ACELY1816) (ACELY1713) (ACELY1710)

Text Processing StrategiesCombine contextual, grammatical, semantic and phonic knowledge to monitor meaning by:- skimming / scanning- reviewing- reading aloud with fluency and expression- reading a wide range of different types of texts- establishing word identification strategieso knowledge of the topico knowledge of text type

(ACELY1712)

Self-monitoring strategies- re-reading- self-questioning- pausing- predictingSelf-correction strategies- confirming- cross-checking(ACELY1712)

GoalsReading Recovery Levelled TextsAt year 6 level, students are expected to read fluently and expressively for meaning.Students will be able to read fiction and non-fiction texts independently, applying appropriate comprehension strategies to decode unfamiliar or complex texts.

Australian Curriculum – English Content Map: Writing Term 1 Term 2 Term 3 Term 4 Year 6Elements Understandings, Content & Strategies Achievement Standard

Writ

ing

Year

6

Deconstruction of texts

Purpose and structure- Read and deconstruct a range of texts

(including imaginative, informative and persuasive)

- Identify and discuss the following items:o purpose of the texto language features used in the

texto structure of the texto vocabulary choices

(subjective/objective language choices)

(ACELY1711) (ACELA1517)

Themes and biases- Analyse how themes,

topics and plots are developed in texts through the use of text structure, language features, objective/subjective bias

(ACELT1614)

Literary devices used to engage reader- Identify the relationship between

words, sounds, imagery and language patterns to engage the reader and enhance meaning

- Focus on language choices and imagery to build emotional connection or engagement with the story or theme

(ACELT1617)

Authors and illustrators- Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator.Authors- Evaluate characteristics that define an author’s individual style- Evaluate similarities between texts: subject, theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured

grammatical structuresIllustrators- Evaluate visual techniques (art elements) including colour, texture, line, form, space, shape, size and balance- Evaluate medium used to create illustrations (eg collage, mixed media, lino-prints)- Explore how the illustrations affect or generate a personal response by the viewer to the illustration (how the illustrator has evoked mood or feelings to engender a personal

response) Note: this is referred to as ‘aesthetic perspective’)- Analyse how illustrators bring the various techniques together to convey meaning about characterisation, setting, plot or theme. Note: this is referred to as functional perspective- Consider how illustrations add to or subvert the meaning of texts(ACELT1616)

WritingStudents understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Text Processes

Planning- Plan draft texts, demonstrating an awareness of elements- Understand how one element affects a decision regarding other elements- Justify choices made regarding elements chosen- Elements to be considered when planning:

o audience and purposeo point of viewo text structureo graphic organisation/page layouto literary deviceso publication style

(ACELY1714)

Drafting- Draft text using planning

formats/information(ACELY1714)

Editing- Edit own work and/or peers work using agreed criteria (eg editing checklists) focusing on:

o Text organisation (captions, titles, headings, page layout)o Text structure (opening devices, paragraphs, topic sentences, revise sentence structure for clarity of meaning and purpose)o Language features (use of adjectives, effective choice of vocabulary, dialogue and description, humour and pathos)o Word imagery: addition or deletion of wordso Editing for coherence and sequence, as appropriate to the task and audience

(ACELY1715)

Publishing- Publish work for a variety of

audiences using:o A range of presentation

formso A range of publishing

software(ACELY1717)

Text CreationModelling

Joint ConstructionApplication

Imaginative Informative PersuasiveNarrative Poetry Recount Instructional Report Reviews Balanced arguments Advertisement

NarrativePurpose- To entertain or inform the readersStructure- Orientation: meet the characters,

learn about the setting (time/place)- Initiating event: a conflict is

introduced- Rising action: conflict(s) develop,

suspense builds, reader is connected to a character in the story

- Climax: turning point in the story, conflict is faced, main characters’ attitude is changed as a result of conflict faced

- Falling action: loose ends are tied up, conflict(s) are solved

- Resolution: reasonable ending, conflict is resolved

Features- Use narrative to explore ethical

dilemmas- Explore real-world and fantasy

settings- Quick and effective planning

techniques for plot, character and structure of narrative writing development

- Use paragraphs and sentence lengths for varying effects (pace, emphasis, etc.)

- Explore modality, emphasis, repetition and metaphor and how they influence personal response

(ACELT1618) (ACELT1800)

BalladsPurpose- To tell tales/stories/events in a poetic

styleStructurePlot driven poem:- Orientation- Complication- Resolution- Often tragic ending- Quatrain (4 line verse)- Repeating chorus or phrase- Narrative structure- 1st and 3rd line 4 iambs (8 syllables)- 2nd and 4th line 3 iambs (6 syllables)Features- Iambs (eye-am) – 1 unstressed

syllable followed by a stressed syllable

- Language should focus on actions and dialogue

- Awareness of historical context in which the ballad is placed

- Use of complete sentences- Selected to convey a particular mood

or evoke an emotional response- Convey critical information in

sequence, whilst still requiring the reader to make links between the information/events provided

- Rhythmic patterns (ABAC, AABB or ABCB)

(ACELT1617) (ACELT1618)

(ACELT1800)

Biographical EpisodePurpose- To learn about an individual’s life

and to share what the writer believed to be important elements of that life

Structure- Introductory paragraph (sets the

scene)- Describes events in order- Closing

statement/summarization/interpretation of the event

Features- Connect to history and write a

biography of a historical figure- 3rd person- Past tense

(ACELA1517)

(ACELA1525)

(ACELY1708) (ACELA1525)

Consequential ExplanationPurpose- To present the results or

consequences of events or phenomena (cause and effect)

Structure- Phenomenon identification

(identifies either the phenomenon and its main causes or the phenomenon and its main results

- Factors or consequences (a series of stages which treat each of the causes/results in turn, with each generally introduced by a hyper-theme

Features- Present tense- Written in third person POV- Technical vocabulary- Relative clauses to expand

meaning of technical vocabulary- Passive voice or active voice

depending on phenomena being explained

- Causal elements- Include graphic features – flow

charts, charts, tables, labeled diagrams or graphs

(ACELA1517)

(ACELA1522)

(ACELA1523)

(ACELA1524)

ReviewsPurpose- To share personal experience

and opinion about a book, event, place or object

Structure- Title- Content- Description- OpinionFeatures- Personal opinion- Descriptive language- Reviews about learning,

authors, books etc.(ACELA1517)

(ACELA1522)

(ACELA1523)

Balanced ArgumentsPurpose- To inform the reader to see both

sides of an issue and persuade them to accept the position of the writer

Structure- Introductory paragraph outlining

issue- Affirmative arguments- Negative arguments- Concluding paragraph containing

personal opinionFeatures- Introductory paragraph provides

an overall summary of the issue- Paragraphs clarify the strengths

and weaknesses of each position- Concluding paragraph

summarizes the argument and presents the writers personal opinion

- Draw reasoned conclusions based on evidence and research

- Anticipate possible objections- Harness known views, interests

and feelings of the audience- Vocabulary – use words such as:

similarly, whereas, in deduction, speculation, supposition

(ACELA1517)

(ACELA1522)

(ACELA1525) (ACELY1709)

News editorialPurpose- To express views on a current issue or topicStructure- Introduction: state the problem- Body: expresses an opinion- Solution: offers a solution to the problem- Conclusion: emphasizes the main issueFeatures- Is about a current issue- Written from a formal toneAdditional tips on structuring:- Lead with an objective explanation of the

issue/controversy. Include the five ‘W's’ and the ‘H’. Pull in facts and quotations from sources which are relevant.

- Present your opposition first. Use facts and quotations to state objectively their opinions. As the writer you disagree with these viewpoints.

- Directly refute the opposition's beliefs. Pull in other facts and quotations from people who support your position. Concede a valid point of the opposition which will make you appear rational.

- Give other, original reasons/analogies. In defense of your position, give reasons from strong to strongest order.

- Conclude with solutions to the problem or challenge the reader to be informed.A quotation or rhetorical question can be effective.

(ACELA1517) (ACELA1524)

(ACELA1525)

Australian Curriculum – English Content Map: Writing (continued) Term 1 Term 2 Term 3 Term 4 Year 6Elements Understandings, content & strategies Achievement Standard

Grammar

Main focus in grammar is the use of bias and the ability to make vocabulary choices to show degrees of possibility in clauses. See previous pageNouns- Consolidate the use of noun groups and phrases

within clauses (ACELA1517)Etymology- Continue to build and use word banks to

understand and develop vocabulary and recognise where the ‘vocabulary’ comes from (dialect/language) (ACELA1515)

- Explore and use Greek word roots to create words:o aero (air),o hydro(water),o auto (self),o scope (look),o geo (earth),o photo (light), phono (sound),o tele (far),o chrono (time)o graph (to write or draw)o sphere (round)o thermo (to heat)o semi (half)o hyper (over)o hyper (under)o cracy (to rule)

(ACELA1515)- Explore and use Latin word roots to create words:o phobia (fear),o ology (study),o pre (before),o audio (sound), video (see), radio (ray),o multi (many), uni (one), bi (two), tri(three)

(ACELA1515)Bias- Explore the role of nouns to create bias (eg ‘The

gentleman’ compared to ‘The homeless person’) (ACELA1517)

Modality- Explore how nouns can be used to sharpen or

expand clauses by showing degrees of possibilities (Modal nouns: possibility, probability, certainty, obligation, necessity, requirement ) (ACELA1520) (ACELT1615)

Adjectives- Use adjective groups to create vivid

descriptions of places, feelings and events (ACELT1800)

Bias- Explore the role of adjectives to create

bias (ACELA1517)Modality- Explore how adjectives are used to

sharpen or expand clauses by showing degrees of possibility (Modal adjectives: possible, probable, obligatory, necessary, required, determined, likely, certain) (ACELT1615) (ACELA1523)

Verbs- Exploring verb choices to create

more expressive and vivid action (e.g. ‘She ate her lunch’ compared to ‘She devoured her lunch’)

Tense- Consolidating understanding of

how verbs are the only determiners of tense

- Consolidating the various forms of presenting tense (past/present/future)

- Understanding the difference between simple present, simple past and past participle

- Knowing when to use simple present (typically used to talk about present states (‘He lives in Darwin’) or action that occurs regularly (‘He watches television every night.’) or represents timeless happenings (eg in an information report a sentence might state: ‘Bears hibernate in winter.’)

- Knowing that there are various ways to show future time/tense (‘She will call you tomorrow.’ or ‘Tomorrow I leave for Hobart.’ or ‘She arrives in the morning.’)

- Identifying how irregular verbs change from simple present, simple past to past participle

- (ACELA1523)

Sentence structureSubordinate clauses- Consolidate understanding of subordinate

clauses and how they are used in complex sentences (ACELA1522)

Complex Sentences- Investigate how the choice of conjunctions

affects the linkage of clauses (‘…the town was flooded when the river broke its banks’ compared to ‘the town was flooded because the river broke its banks’)

- Understand that complex sentences are used to extend, elaborate and explain ideas. (ACELA1522)

Types of sentences- Explore the structure of similes and

metaphors (eg a simile has ‘like’, ‘or’, ‘as’ in the sentence) (ACELA1517)

- Examine the difference of structure and purpose of simple, compound and complex sentences. Explore where the different sentences are typically used. (ACELA1522)

Sentence Effects- Create humour through language choices- Persuade others through language choices- Create bias through language choices

Text StructureParagraph structure- Consolidate and refine paragraph structure- Focus on

o Leading Topic sentenceso Sequenced supporting sentenceso Succinct concluding statements

(ACELY1714)

Cohesive devices- Use sentences that make texts cohesive through the use and understanding of:

o Conjunctions (ACELA1522) Explore how to use different types of conjunctions including:

Conjunctions of cause (because, since, as, therefore) Conjunctions of concession (although, though, even though, while) Conjunctions of condition (if, unless) Conjunctions of result (so, so that, in order that) Conjunctions of time (while, before) Conjunctions of comparison (as, so, than, however)

o Transitional expressions (ACELA1522) Understand and use different type of transitional expressions.

Addition (additionally, again, also, besides, equally important, further, furthermore, in addition, moreover, an alternative is

Opposition (however, in spite of, clearly then, on the one hand . . . , nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, similarly)

Draw emphasis (even, indeed, in fact, of course, truly) Time (afterwards, currently, during, earlier, immediately, meanwhile,

recently, immediately, simultaneously, subsequently) Cause and effect (accordingly, it follows that, for this reason, as a

consequence, consequently, hence, clearly then, since, therefore, thus, as a result)

To conclude or repeat (finally, thus, in a word, in brief, in conclusion, therefore, on the whole, thus, to conclude, to summarize)

o Elements of cohesion Repeated key words and phrases throughout a text (ACELT1615) Synonyms and antonyms (ACELA1520) Prepositional phrases (i.e. showing the position of the object being

described to provide detail and communicate meaning accurately) (ACELA1520)

Authors and Illustrators- Explore how authors and illustrators make cohesion of concepts through illustrations and

diagrams using the following techniques:o Similarityo Contrasto Juxtapositiono Repetitiono Class-subclass diagramso Part-whole diagramso Cause and effect figureso Visual continuities and discontinuities (ACELA1520)

Pronouns- Consolidate knowledge and use of

pronouns (ACELA1517)- Understand how pronouns are cohesive

links used in sentences where general words replace a noun already mentioned (e.g. ‘Look at those apples. Can I have one?’) (ACELA1520)

Adverbs- Know and use adverb clauses to provide

important detail about a happening eg. At nine o’clock the buzzer rang loudly throughout the school. (ACELA1523)

Bias- Exploring the role of adverbial phrases to

create bias (ACELA1517)Modality- Understand how to use modal adverbs to

show degrees of possibility to sharpen and expand clauses (Modal adverbs: possibly, probably, maybe, perhaps, sometimes, always, never, certainly, definitely) (ACELT1615)

Handwriting Develop a handwriting style that is legible, fluent, automatic and varies according to audience and purpose (ACELY1716)

Spelling

Spelling Strategies for meaning- Teach use and meaning of prefixes and suffixes: anti (antibiotics), inter (interschool), intro (introduction), sub (submarine), co (cohabit), bi

(bicentenary), oct (octopus), tion (station), cial (racial), tious (ambitious), age (courage), ance (reliance), ive (abusive), ful (bountiful), cide (pesticide) (ACELA1526)

- Use knowledge of Latin and Greek word roots and their meaning to spell (ACELA1515)

Spelling strategies for phonological and visual perception- Use visual memory to learn and spell new words- Use phonological knowledge to learn and spell new words- Provide opportunities o create a comprehensive back of:

o Known wordso Base wordso Suffixes and prefixeso Morphemeso Spelling patterns generalisations

(ACELA1526)

Punctuation & Editing

Editing for Content- Reread and edit for meaning by adding, deleting or moving words or phrases to improve

cohesion, sequence and intended meaning- Reread and edit to improve vocabulary choices to increase specificity of text and meaning

including the choice of conjunctions (ACELY1715)

Editing for Structure- Edit the structure of the text to improve clarity, cohesion, sequence and meaning- Analyse paragraph structure (topic sentence, supporting detail and applicability to topic), and page

layout(ACELY1715)

Editing for Punctuation- Edit text for punctuation- Include:

o sentence boundarieso separation of clauses through commas or semi-colonso appropriate use of colonso how to use hyphens when syllabifying in handwritten texts

(ACELY1715)

Australian Curriculum – English Content Map: Speaking & Listening Term 1 Term 2 Term 3 Term 4 Year 6Elements Understandings, Content & Strategies Achievement Standard

Spea

king

& L

iste

ning

Yea

r 6

Interaction Skills

Presentation SkillsEngagement of AudienceAn engaged audience is aware of time but is not aware of its length during the presentation.Effective Presenters use the following presentation techniques:- Identify a key phrase to be reiterated at pertinent points throughout the presentation- Adapt language choices and style to meet the needs and expertise of the audience- Use varying vocal effects in presentations maintain and re-engage the audience (modulating tone,

volume and pace)- Use visual, graphic and sound materials to enhance presentation as required- Present in an organised manner (sequence ideas logically and provide supporting detail) to enhance

audience understanding- Refer to reliable sources to support claims- Create emotional connection to engage the audience with a particular POV on the topic- Use sensory language (how it sounds, feels, looks like) to assist the audience to visualise concepts and

ideas- Speak for an appropriate/agreed upon length of timeCommunicationEffective Presenters use the following communication techniques:- Communicate in a clear and coherent manner using descriptive and technical vocabulary- Use elements of speech as appropriate to the size of the audience and purpose of the tasko toneo pace, pitch and volumeo pausingo rephrasingo repeatingo summarising

- Use elements of body language and facial expressions to convey meaning(ACELY1714) (ACELY1710) (ACELY1816) (ACELY1708) (ACELA1516)

Interpreting ideasExpectations- Listen for key information- Use information heard to share with others or to complete a task- Clarify the speaker’s meaning as presentations occur or during discussions.- Make constructive comments, open ended questions and draw tentative conclusion

that stimulate continued discussion/conversation- Identify subjective and objective language and bias used by others- Provide reasons for acceptance or rejection of the opinions of others based on

Biblical worldviews- Interrogate (pull apart) ideas, information or concepts to form a more objective POV- Share and evaluate information, experiences and opinions- Develop and support a particular POVSkills- Synthesize information- Create an effective POV through the use of effective questions and self-questioning- Record key information effectively to complete tasks- Ask questions to clarify- Ask pertinent/relevant questions- Ask open ended questions to maintain conversation (open ended questions to

provide more information)- Ask closed questions to gain precise information- Follow up on information

(ACELY1714) (ACELY1710) (ACELY1816) (ACELY1708) (ACELA1516) (ACELY1709)

ParticipationExpectations

-Participate effectively in a wide range of speaking and listening situations and contexts

-Use appropriate vocabulary choices to communicate meaning accurately-Ask various forms of questions to initiate, continue and clarify discussions,

presentations and conversations-Empathise with participants in the conversations-Recognise subjective and objective language and bias used by speakers to

persuade others to agree with their POVSkills-Demonstrate questioning techniques to engage others, clarify understanding or

begin conversationso develop an understanding of the purpose and structure of open ended

questionso develop an understanding of the purpose and structure of clarifying

questionso develop an understanding of how to create pertinent questions

-Acknowledge the contributions of others-Extend the contributions of others-Present ideas clearly and coherently-Use descriptive words and technical vocabulary-Understand and use modality for emphasis when presenting information-Vary language patterns to suit the formality and type of interaction

(ACELY1714) (ACELY1710) (ACELY1816) (ACELY1708) (ACELA1516) (ACELY1709) (ACELA1518)

Speaking and listeningStudents listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Receptive (listening)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Communication (understandings)

Understanding and appropriate use of social interaction:To learn in a social world, it is vital to understand social interaction.- Identify how the complexity of social interaction increases with distance (eg when maintaining friendships or other interactions) (ACELA1516)- Develop and identify an appreciation for language as used in diverse family settings (ACELA1515) (ACELA1516)

- Identify how interactions are affected by the level of formality between participants or style of presentation (ACELA1516) (ACELA1518)- Know when it is appropriate to share feelings and opinions (subjective language) (ACELA1517)- Know when it is appropriate to remain more objective (factual recounting) (ACELA1517)- Differentiate between reporting the facts (more objective POV) and providing a commentary (subjective POV) (ACELA1517)

Presentation Formats

Formal DebatePurpose- to persuade an audience to support your presented point of viewStructure- 3 students for the affirmative team and 3 students for opposing team- Adjudicator: facilitate decision making process- Time keeper: person keeping time or visual reminder of time- Begin with affirmative team (maximum time limit of approximately 2 minutes given to each speaker)- Each team begins with a brief introduction and presents their strongest argument first- Teams take turns presenting ideas/ideas and before presenting own point of view, rebut arguments presented by

previous speaker from opposing team- First speaker for each team summarises their teams point of viewFeatures- Present a point of view (affirmative/negative) surrounding a particular issue or topic. Connect to events, issues or news

(eg local issues such as ‘using burn offs to prevent fire’).- Requires a body of research around a topic to support or oppose a point of view- Through research, have knowledge about opponents strengths/weaknesses around the topic- Use of linking words such as: as shown, an important point is…’in all instances…’I strongly believe…’- Use of strong emotive language and non-verbal communication to connect the audience to their point of view (eg I firmly

believe…)- Use of rhetorical questionsGuidelines- Remain respectful and courteous when responding to opposing point of view- Keep all arguments within biblical boundaries- Maintain emotional balance: don’t offend or attack people personally

(ACELA1522) (ACELY1710) (ACELA1525) (ACELY1709) (ACELY1816)

(ACELY1714) (ACELT1613) (ACELT1614) (ACELT1615)

DiscussionsPurpose- To express a personal point of view, or present personal

understanding of a topic or reaction/response to a stimulusStructure- Initiating question, stimulus or topic- Turn taking when presenting personal point of view- Interact with other presented information- Challenge the ideas of others- Concluding summarization or presented informationFeatures/Skills- Pause to allow others to contribute or to gather own thoughts- Asking pertinent questions, clarifying questions, closed questions

open ended questions to encourage continuation of further discussions

- Rephrase the speakers POV- Repeat key information and build on it- Summarise key points of discussion to a concluding point- Review the elements of the discussion- Evaluative language to summarise information heard- Support information presented or support own argument or

position(ACELY1709) (ACELY1816)

Humorous Drama/Skit/Poetry ReadingPurpose- To entertain the audienceStructure- Dependent on chosen formatFeatures- Use non-verbal communication

to entertain audience or gain reaction from audience

- Use varying tone, pitch and pace for humorous effect

- Use props for humorous effect (eg wigs)

- Purposefully use repetition, pausing, vocabulary to match targeted audience

(ACELY1816)

(ACELY1710) (ACELT1617)

Formal Speeches/Presentation of learningPurpose- To share learning with audience- To share/present/persuade a targeted

audienceStructure- Introductory paragraph or opening

statement- Logically sequenced information with

supporting details- Summary or conclusionFeatures- Refer to presentation skills listed above

(ACELY1710)

(ACELY1816)

(ACELY1714)

(ACELY1717)

(ACELT1615)

(ACELA1522)

(ACELA1523)

(ACELA1524)

(ACELA1525)

(ACELA1517)

Australian Curriculum – English Links with other Curriculum Areas Term 1 Term 2 Term 3 Term 4 Year 6GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES

General Capabilities Literacy LIT Numeracy NUMICT

Competence ICT

Critical and Creative Thinking CCT Ethical Behaviour ETH Personal and Social Competence P&S

Intercultural Understanding

ICU

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander

histories & cultures ATSI

Asia & Australia’s engagement with Asia ASIA Sustainability SUS

ENGLISH

Language

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Understand the uses of commas to separate clauses (ACELA1521)

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)

LiteratureMake connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Literacy

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Analyse strategies authors use to influence readers (ACELY1801)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

MATHEMATICS

Proficiency StrandsUnderstandingIncludes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations

FluencyIncludes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units, and interpreting timetables

Problem SolvingIncludes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays, and finding the size of unknown angles

ReasoningIncludes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another, explaining why the actual results of chance experiments may differ from expected results

Number & Algebra

Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122) LIT, ICT, CCT

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) LIT, NUM, ICT, CCT

Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124) LIT, NUM, CCT

Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) CCT

Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126) LIT, NUM, ICT

Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) NUM, ICT, CCT

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128) NUM, ICT, CCT

Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129) NUM, ICT, CCT

Multiply and divide decimals by powers of 10 (ACMNA130) LIT, CCT

Make connections between equivalent fractions, decimals and percentages (ACMNA131) NUM, CCT

Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132) LIT, NUM, ICT, CCT, P&S

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133) LIT, CCT

Explore the use of brackets and order of operations to write number sentences (ACMNA134) CCT

Measurement & Geometry

Connect decimal representations to the metric system (ACMMG135) LIT

Convert between common metric units of length, mass and capacity (ACMMG136) LIT, CCT

Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) LIT, NUM, ICT, CCT

Connect volume and capacity and their units of measurement (ACMMG138) LIT, CCT

Interpret and use timetables (ACMMG139) NUM, CCT

Construct simple prisms and pyramids (ACMMG140) CCT, ICU, ASIA

Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142) LIT, NUM, ICT, CCT

Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) CCT

Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141) LIT, NUM, ICT, CCT, ICU, ATSI

Statistics & Probability

Describe probabilities using fractions, decimals and percentages (ACMSP144) LIT, NUM, CCT, ICU, ASIA

Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145) NUM, ICT, CCT

Compare observed frequencies across experiments with expected frequencies (ACMSP146) NUM, CCT

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) LIT, NUM, CCT

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) LIT, NUM, ICT, CCT, P&S, ETH

SCIENCEScience

Understanding

The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) LIT, CCT, SUS

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095) LIT, CCT, SUS

Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) LIT, NUM, CCT, ASIA. SUS

Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) CCT

Energy from a variety of sources can be used to generate electricity (ACSSU219) CCT, SUS

Science as a human endeavour

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) LIT, CCT, SUS

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) LIT, CCT, P&S, ASIA, SUS

Scientific knowledge is used to inform personal and community decisions (ACSHE220) LIT, CCT, P&S, SUS

Science Inquiry Skills

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232) LIT, CCT, P&S

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) LIT, ICT, CCT

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104) LIT, NUM, ICT, CCT, P&S

Use equipment and materials safely, identifying potential risks (ACSIS105) LIT, ICT, CCT, P&S

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) LIT, NUM, ICT, CCT

Compare data with predictions and use as evidence in developing explanations (ACSIS221) LIT, NUM, CCT

Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108) LIT, CCT, P&S

Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110) LIT, NUM, ICT, CCT

HISTORYKey Inquiry Questions

Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society?

Historical Knowledge &

Understanding

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. (ACHHK113) LIT, CCT

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114) LIT, CCT, ETH, ICU, ATSI

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115) LIT, CCT, P&S, ICU, ASIA

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116) LIT, NUM, ICT, P&S, ICU, ATSI, ASIA

Historical SkillsSequence historical people and events. (ACHHS117) LIT, NUM, ASIA

Use historical terms and concepts (ACHHS118) LIT

Identify questions to inform an historical inquiry (ACHHS119) LIT, CCT, ICU, ATSI

Identify and locate a range of relevant sources (ACHHS120) LIT, NUM, ICT, CCT, P&S

Locate information related to inquiry questions in a range of sources. (ACHHS121) LIT, CCT, ICU, ATSI

Compare information from a range of sources. (ACHHS122) LIT, CCT

Identify points of view in the past and present (ACHHS123) LIT, ICT, CCT, P&S

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) LIT

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) LIT, NUM, ICT

Australian Curriculum – English Links with other Curriculum Areas (Continued): Term 1 Term 2 Term 3 Term 4 Year 6GEOGRAPHY

Inquiry QuestionsHow do places, people and cultures differ across the world?

What are Australia’s global connections between people and places?

How do people’s connections to places affect their perception of them? Key Concepts

Place(national, regional & global scale)

Space(national, regional & global scale)

Environment(national, regional & global scale)

Change Sustainability

Geographical Knowledge & Understanding

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031) LIT, NUM, CCT, ASIa

Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032) LIT, NUM, CCT, ICU, ASIA

The world’s cultural diversity, including that of its indigenous peoples (ACHGK033) LIT, CCT, ICU, ATSI, ASIA

Significant events that connect people and places throughout the world (ACHGK034) LIT, CCT, ICU, ASIA

The various connections Australia has with other countries and how these connections change people and places (ACHGK035) LIT, CCT, ICU, ATSI, ASIA

The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036) LIT, CCT, ICU

Geographical Skills

Develop geographical questions to investigate and plan an inquiry (ACHGS040) LIT, CCT,

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041) LIT, NUM, ICT, CCT, ETH, ATSI, ASIA

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042) LIT, NUM, ICT, CCT,

Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043) LIT, NUM, ICT, CCT, ASIA

Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044) LIT, NUM, ICT, CCT, ASIA

Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045) LIT, NUM, ICT, CCT

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046) LIT, CCT, P&S,. ETH, SUS

THE ARTS

DanceExplore movement and choreographic devices, using the elements of dance to choreograph dances that communicate meaning (ACADAM009) LIT, NUM, CCT

Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010) LIT, NUM< CCT, P&S, SUS

Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS

Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

DramaExplore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) LIT, CCT, ATSI, ASIA

Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036) LIT, CCT, P&S

Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

MusicExplore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088) LIT, NUM, CCT, ASIA, SUS

Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS

Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090) LIT, CCT, P&S, SUS

Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Media ArtsExplore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062) LIT, ICT, CCT, P&S, ICU, ATSI, ASIA, SUS

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063) LIT, NUM, ICT, CCT

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) LIT, ICT, CCT, P&S, ASIA, SUS

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Visual ArtsExplore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114) LIT, CCT, P&S, ETH, ICU, ATSI, ASIA, SUS

Develop and apply techniques and processes when making their artworks (ACAVAM115)LIT, CCT, P&S, P&S, ICU, SUS

Plan the display of artworks to enhance their meaning for an audience (ACAVAM116) LIT, CCT, P&S, ATSI, ASIA, SUS

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

TECHNOLOGIES

Design & Technologies

Knowledge & Understanding

Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019) LIT, ICT, CCT, P&S, ETH, ATSI, ASIA, SUS

Investigate how forces or electrical energy can control movement, sound or light in a designed product or system (ACTDEK020) LIT, NUM, ITC, CCT, ASIA

Investigate how and why food and fibre are produced in managed environments (ACTDEK021) LIT, CCT, P&S, ASIA, SUS

Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022) LIT, CCT, P&S, ETH, ATSI, SUS

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) LIT, ICT, CCT, ASIA, SUS

Processes & Skills

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) LIT, CCT, SUS

Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) LIT, NUM, CCT, SUS

Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026)LIT, NUM, P&S, SUS

Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027) LIT, NUM, CCT, ETH, SUS

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028) LIT, CCT, P&S, SUS

Digital Technologies Knowledge & Understanding

Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014) LIT, NUM, ICT, CCT

Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015) LIT, NUM, ITC, CCT

Processes & Skills

Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016) LIT, NUM, ITC, CCT

Define problems in terms of data and functional requirements, and identify features similar to previously solved problems (ACTDIP017) LIT, NUM, ITC, CCT

Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018) LIT, ITC, CCT

Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018) LIT, NUM, ITC, CCT

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020) LIT, NUM, ITC, CCT

Explain how developed solutions and existing information systems are sustainable and meet local community needs, considering opportunities and consequences for future applications (ACTDIP021) LIT, ITC, CCT, P&S, ETH, ATSI, SUS

Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022) LIT, ITC, CCT, P&S, ETH

HEALTH & PHYSICAL EDUCATION

Personal, Social & Community Health

Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051) LIT, CCT, P&S, ICU, ATSI, ASIA, SUS

Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052) LIT, CCT, P&S

Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) LIT, CCT

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) LIT, CCT, P&S

Practise skills to establish and manage relationships (ACPPS055) LIT, CCT, P&S

Practise skills to establish and manage relationships (ACPPS055) CCT, P&S

Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) LIT, CCT, P&S

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) LIT, CCT, P&S, SUS

Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) LIT, CCT, P&S, ETH, SUS

Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) LIT, CCT, P&S, SUS

Movement & Physical Activity

Practise specialised movement skills and apply them in different movement situations (ACPMP061) LIT, NUM, CCT, P&S

Design and perform a variety of movement sequences (ACPMP062) LIT, NUM, CCT, P&S

Propose and apply movement concepts and strategies (ACPMP063) LIT, NUM, CCT, P&S

Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064) LIT, CCT, P&S

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065) LIT, CCT, P&S

Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding (ACPMP066) LIT, CCT, P&S, ICU, ATSI, ASIA

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067) LIT, CCT, P&S, ETH

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068) LIT, CCT, P&S

Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069) LIT, CCT, P&S, ETH

LANGUAGES - LOTE – INDONESIAN

Communicating

Interact with peers to describe aspects of daily life, school, friends and pastimes [Key concepts: friendship, leisure; Key processes: corresponding, interacting] (ACLINC035) LIT, CCT, P&S, ICU

Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class [Key processes: planning, organising, negotiating] (ACLINC036) LIT, NUM, CCT, P&S, ICU

Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences [Key concepts: collaboration, responsibility; Key processes: requesting, interacting] (ACLINC037) LIT, CCT, P&S, ICU

Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures [Key concepts: lifestyle, event; Key processes: classifying, comparing] (ACLINC038) LIT, CCT, NUM, P&S, ICU

Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports [Key concept: literacy; Key processes: describing, reporting] (ACLINC039) LIT, NUM, ICT, CCT, P&S, ICU

Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions [Key concepts: fact, fiction; Key process: describing; Key text types: story, script, cartoon] (ACLINC040) LIT, NUMCCT, P&S, ETH, ICU

Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme[Key concepts: imagination, drama; Key processes: performing, composing; Key text types: dialogue, narrative] (ACLINC041) LIT, CCT, P&S

Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning [Key concept: meaning; Key processes: translating, selecting] (ACLINC042) LIT, CCT, P&S

Create for the school community simple bilingual texts such as reports, instructions and games [Key concept: equivalence; Key processes: comparing, modifying] (ACLINC043) LIT, CCT, ICU,

Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments [Key concepts: reaction, strangeness; Key processes: accommodating/rejecting, suggesting] (ACLINC044) LIT, CCT, P&S, ICU

Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity [Key concepts: belonging, identity; Key processes: recording, evaluating] (ACLINC045) LIT, CCT, P&S, ICU

Understanding

Notice pronunciation of phonemes such as ng/ngg/ny, and notice the difference in pronunciation of loan words from English [Key concepts: loan, emphasis; Key processes: experimenting, predicting] (ACLINU046) LIT, CCT, ICU

Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary [Key concepts: time, place; Key processes: applying, understanding] (ACLINU047) LIT, NUM, CCT, P&S, ICU, ASIA

Develop understanding of how grammatical structures and rules influence textual organisation [Key concept: coherence; Key processes: connecting, applying] (ACLINU048) LIT, ICT, CCT

Develop awareness that language use reflects different contexts, purposes and audiences [Key concepts: social distance/intimacy, context; Key processes: analysing, predicting] (ACLINU049) LIT, CCT, P&S, ICU

Recognise that Indonesian contains influences from other languages, such as regional and foreign languages [Key concepts: change, borrowing; Key processes: identifying, discussing] (ACLINU050) LIT, CCT, P&S, ICU, ASIA

Recognise that language and culture are integral to the nature of identity and communication [Key concept: assumptions; Key processes: exploring, examining connections] (ACLINU051) LIT, CCT, P&S, ICU