Foundation Year 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 three strands focus on developing students’ knowledge, …

Foundation Year | English | F-10 curriculum

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

Key ideas English

Texts Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, …

Key ideas | English | F-10 curriculum

Achievement Standard English Foundation Year

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 …

Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum

ACELY1652

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

Elaborations ScOT Terms

ACELY1652 | Content Descriptions | Foundation Year | English | F-10 curriculum

Achievement Standard English Year 1

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 that texts …

Achievement Standard | Achievement Standards | Year 1 | English | F-10 curriculum

Achievement Standard English Year 2

Receptive modes (listening, 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 and events, or to communicate factual …

Achievement Standard | Achievement Standards | Year 2 | English | F-10 curriculum

ACELA1432

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

Elaborations ScOT Terms

ACELA1432 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELA1449

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

Elaborations ScOT Terms

ACELA1449 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1778

Understand how to spell one and two syllable words with common letter patterns

Elaborations ScOT Terms

ACELA1778 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (2) ACELY1662

checking for inclusion of capital letters and full stops

Elaboration (2) | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1426

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

Elaborations ScOT Terms

ACELA1426 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELA1818

Understand that words are units of meaning and can be made of more than one meaningful part

Elaborations ScOT Terms

ACELA1818 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELA1459

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound

Elaborations ScOT Terms

ACELA1459 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1822

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words

Elaborations ScOT Terms

ACELA1822 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1507

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

Elaborations ScOT Terms

ACELA1507 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELA1471

Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words

Elaborations ScOT Terms

ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1487

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

Elaborations ScOT Terms

ACELA1487 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1824

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable

Elaborations ScOT Terms

ACELA1824 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (1) ACELY1662

reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

Elaboration (1) | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum