Year 3 English

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

Year 3 | English | F-10 curriculum

Elaboration (4) ACELA1482

learning how time is represented through the tense of a verb, for example 'She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’

Elaboration (4) | ACELA1482 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (4) ACELY1792

using 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

Elaboration (4) | ACELY1792 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (4) ACELY1679

reading a wider range of texts, including chapter books and informative texts, for pleasure

Elaboration (4) | ACELY1679 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (4) ACELY1680

determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification

Elaboration (4) | ACELY1680 | Content Descriptions | Year 3 | English | F-10 curriculum

Achievement Standard English Year 3

Receptive modes (listening, reading and 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 …

Achievement Standard | Achievement Standards | Year 3 | English | F-10 curriculum