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Year 1 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 1 | English | F-10 curriculum

Year 2 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 2 | English | F-10 curriculum

Elaboration (1) ACELA1457

replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’

Elaboration (1) ACELA1523

knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat fam …

Rationale English

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, …

Rationale | 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

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

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

Elaboration ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration ACELA1820

listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’

Elaboration ACELA1493

creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

Elaboration (2) ACELA1428

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

Elaboration (2) ACELA1430

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

Elaboration (2) ACELA1433

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

Elaboration (2) ACELA1437

bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

Elaboration (2) ACELA1438

breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’

Elaboration (2) ACELA1819

blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’

Elaboration (2) ACELT1575

comparing experiences depicted in stories with students’ own

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