Year 8 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 8 | English | F-10 curriculum

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 7 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 7 | English | F-10 curriculum

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

Achievement Standard English Year 8

Receptive modes (listening, reading and viewing) By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain …

Achievement Standard | Achievement Standards | Year 8 | 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

Elaboration (8) ACELY1784

altering volume for inside and outside situations and when speaking to an audience

Elaboration (8) | ACELY1784 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (8) ACELY1650

drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

Elaboration (8) | ACELY1650 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (8) ACELY1789

experimenting with presentation strategies such as pitch, volume and intonation

Elaboration (8) | ACELY1789 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (8) ACELY1692

bringing 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

Elaboration (8) | ACELY1692 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (1) ACELA1426

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Elaboration (1) | ACELA1426 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration (1) | ACELA1428 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1429

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Elaboration (1) | ACELA1429 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1430

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

Elaboration (1) | ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Elaboration (1) | ACELA1432 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1435

creating students' own written texts and reading aloud to the teacher and others

Elaboration (1) | ACELA1435 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1786

exploring how the combination of print and images in texts creates meaning

Elaboration (1) | ACELA1786 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1437

discussing new vocabulary found in texts

Elaboration (1) | ACELA1437 | Content Descriptions | Foundation Year | English | F-10 curriculum