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

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

ACELY1662

Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation

Elaborations ScOT Terms

ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELY1705

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features

Elaborations ScOT Terms

ACELY1705 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELT1636

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style

Elaborations ScOT Terms

ACELT1636 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELA1565

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

Elaborations ScOT Terms

ACELA1565 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELT1600

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

Elaborations ScOT Terms

ACELT1600 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELT1616

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

Elaborations ScOT Terms

ACELT1616 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELY1734

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

Elaborations ScOT Terms

ACELY1734 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELA1451

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

Elaborations ScOT Terms

ACELA1451 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELY1688

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

Elaborations ScOT Terms

ACELY1688 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (1) ACELT1774

writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

Elaboration (1) | ACELT1774 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELY1753

assessing the impact of hyperlinked text in a website’s navigation

Elaboration | ACELY1753 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELA1822

saying sounds in order for a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’

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

Elaboration ACELT1604

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration | ACELT1604 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration ACELT1605

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

Elaboration | ACELT1605 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (1) ACELA1459

recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’

Elaboration (1) | ACELA1459 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELA1822

segmenting blends at the beginning and end of given words, for example ‘b-l-ue’ and ‘d-u-s-t’

Elaboration (1) | ACELA1822 | Content Descriptions | Year 1 | English | F-10 curriculum