English

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Rationale

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, communicate and build relationships with others and with the world around them.

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Aims

The Australian Curriculum: English aims to ensure that students:

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose.

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Key ideas

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, as in film or computer presentation media.

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Structure

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 with and enriches the other strands in creative and flexible ways, the fabric of the curriculum being strengthened by the threads within each sub-strand.

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PDF documents

Resources and support materials for the Australian Curriculum: English are available as PDF documents. 
English: Sequence of content
English: Sequence of achievement 

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Glossary

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Year 3

Year 3 Level Description

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 and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.


Year 3 Content Descriptions

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Communicate across cultures

Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Communicate across cultures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Language for interaction

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476 - Scootle )
  • Listening
  • Speaking
Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Personal and Social Capability

Social management
  • Communicate effectively
  • Work collaboratively

Self-management
  • Express emotions appropriately

Social awareness
  • Understand relationships

  • identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions

    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    Social management
    • Work collaboratively

Examine how evaluative language can be varied to be more or less forceful (ACELA1477 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Grammar knowledge
  • Express opinion and point of view

  • exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts
    Literacy

    Text knowledge
    • Use knowledge of text cohesion

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Word Knowledge
  • Understand learning area vocabulary

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Understand that paragraphs are a key organisational feature of written texts (ACELA1479 - Scootle )
  • Writing
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

  • noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Grammar knowledge
    • Use knowledge of sentence structures

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of words and word groups

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

  • recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Identify the features of online texts that enhance navigation (ACELA1790 - Scootle )
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Information and Communication Technology (ICT) Capability

Managing and operating ICT
  • Select and use hardware and software

Communicating with ICT
  • Understand computer mediated communications

  • becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps
    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    Managing and operating ICT
    • Select and use hardware and software

    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of sentence structures

  • knowing that a clause is basically a group of words that contains a verb
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

  • identifying different types of verbs and the way they add meaning to a sentence
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • exploring 'doing' and 'saying' verbs in narrative texts to show how they give information about what characters do and say
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • exploring the use of sensing verbs and how they allow readers to know what characters think and feel
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • exploring the use of relating verbs in constructing definitions and descriptions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • 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’
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483 - Scootle )
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Numeracy

Using spatial reasoning
  • Visualise 2D shapes and 3D objects

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

  • noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of words and word groups

Word Knowledge
  • Understand learning area vocabulary

  • exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgements about characters or events, acknowledging that language and judgements might differ depending on the cultural context

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

    Social management
    • Communicate effectively

Phonics and word knowledge

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485 - Scootle )
  • Writing
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

  • using sound and visual spelling strategies to explore less common letter patterns after a short vowel, for example words that end in ‘dge’ such as ‘badge’, ‘edge’, ‘fridge’, ‘dodge’ and ‘smudge’
    Literacy

    Word Knowledge
    • Use spelling knowledge

  • using sound and visual spelling strategies to spell words with three-letter blends, for example ‘str-ip’
    Literacy

    Word Knowledge
    • Use spelling knowledge

Recognise and know how to write most high frequency words including some homophones (ACELA1486 - Scootle )
  • Writing
Literacy

Word Knowledge
  • Use spelling knowledge

  • drawing on meaning and context to spell single-syllable homophones, for example ‘break’ or ‘brake’ and ‘ate’ or ‘eight’
    Literacy

    Word Knowledge
    • Use spelling knowledge

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826 - Scootle )
  • Writing
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

  • reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

  • reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827 - Scootle )
  • Writing
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of words and word groups

  • exploring generalisations for adding a suffix to a base word to form a plural or past tense, for example to make a word plural when it ends in ‘ss’, ‘sh’, ‘ch’ or ‘z’, add ‘es’
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary
    • Use spelling knowledge

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594 - Scootle )
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Pose questions

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

  • reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-awareness
    • Develop reflective practice

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Literacy

Grammar knowledge
  • Express opinion and point of view

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Recognise personal qualities and achievements

Social management
  • Work collaboratively

Social awareness
  • Appreciate diverse perspectives

  • discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • exploring texts that highlight issues and problems in making moral decisions and discussing these with others
    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively

    Social awareness
    • Appreciate diverse perspectives

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values

  • drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Interacting and empathising with others
    • Empathise with others

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Self-management
    • Develop self-discipline and set goals

    Social awareness
    • Understand relationships

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view

Develop criteria for establishing personal preferences for literature (ACELT1598 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Recognise personal qualities and achievements

Social management
  • Make decisions

Literacy

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Make decisions

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Text knowledge
    • Use knowledge of text structures

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

  • identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

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 (ACELT1600 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Grammar knowledge
  • Use knowledge of words and word groups
  • Express opinion and point of view

  • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

  • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives
  • Imagine possibilities and connect ideas

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Use knowledge of words and word groups
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives
  • Imagine possibilities and connect ideas

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Use knowledge of words and word groups

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas

  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Consider alternatives

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Exploring values, rights and responsibilities
  • Consider points of view

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Self-management
  • Express emotions appropriately

  • discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

  • recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

  • speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social awareness
    • Appreciate diverse perspectives

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676 - Scootle )
  • Listening
  • Speaking
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Listen and respond to learning area texts

Grammar knowledge
  • Express opinion and point of view

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Personal and Social Capability

Social management
  • Negotiate and resolve conflict
  • Work collaboratively
  • Communicate effectively

Self-management
  • Express emotions appropriately

Social awareness
  • Appreciate diverse perspectives

  • participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Express emotions appropriately

    Social management
    • Work collaboratively
    • Communicate effectively
    • Negotiate and resolve conflict

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Use language to interact with others

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792 - Scootle )
  • Listening
  • Speaking
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable

Social awareness
  • Appreciate diverse perspectives

Social management
  • Work collaboratively
  • Communicate effectively

Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts

  • participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Deliver presentations

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    Self-management
    • Become confident, resilient and adaptable

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

  • listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Become confident, resilient and adaptable

  • learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Develop leadership skills
    • Communicate effectively

    Self-management
    • Become confident, resilient and adaptable

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

  • 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
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

    Social management
    • Communicate effectively
    • Work collaboratively

    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

  • experimenting with voice effects in formal presentations such as tone, volume and pace
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Deliver presentations

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677 - Scootle )
  • Writing
Personal and Social Capability

Social management
  • Communicate effectively

Self-management
  • Become confident, resilient and adaptable

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others
  • Deliver presentations
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

  • drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information
    Literacy

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Use language to interact with others

    Visual Knowledge
    • Understand how visual elements create meaning

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678 - Scootle )
  • Writing
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Visual Knowledge
    • Understand how visual elements create meaning

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Communicate effectively

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679 - Scootle )
  • Reading
Literacy

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of sentence structures
  • Use knowledge of words and word groups

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes
  • Think about thinking (metacognition)

Generating ideas, possibilities and actions
  • Consider alternatives

  • combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
    Literacy

    Word Knowledge
    • Use spelling knowledge

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • reading text types from a student’s culture to enhance confidence in building reading strategies
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable

  • reading aloud with fluency and intonation
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

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

    Text knowledge
    • Use knowledge of text structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680 - Scootle )
  • Listening
  • Speaking
  • Reading
Literacy

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Personal and Social Capability

Self-awareness
  • Recognise personal qualities and achievements
  • Understand themselves as learners
  • Recognise emotions

Social management
  • Communicate effectively

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • making connections between the text and students own experience and other texts
    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners
    • Recognise emotions

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • making connections between the information in print and images
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

  • using text features and search tools to locate information in written and digital texts efficiently
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Locate, generate and access data and information

    Literacy

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

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

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Identify and clarify information and ideas

  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682 - Scootle )
  • Reading
Literacy

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

Grammar knowledge
  • Use knowledge of words and word groups
  • Express opinion and point of view
  • Use knowledge of sentence structures

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Information and Communication Technology (ICT) Capability

Communicating with ICT
  • Understand computer mediated communications

Creating with ICT
  • Generate solutions to challenges and learning area tasks
  • Generate ideas, plans and processes

Investigating with ICT
  • Locate, generate and access data and information

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Imagine possibilities and connect ideas

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • using print and digital resources to gather information about a topic
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

  • selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • using appropriate simple, compound and complex sentences to express and combine ideas
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Literacy

    Word Knowledge
    • Understand learning area vocabulary
    • Use spelling knowledge

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Use knowledge of words and word groups
    • Express opinion and point of view

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683 - Scootle )
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of words and word groups

    Information and Communication Technology (ICT) Capability

    Managing and operating ICT
    • Select and use hardware and software

    Investigating with ICT
    • Locate, generate and access data and information

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

Write using joined letters that are clearly formed and consistent in size (ACELY1684 - Scootle )
  • Writing
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

  • practising how to join letters to construct a fluent handwriting style
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685 - Scootle )
  • Reading
Literacy

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Visual Knowledge
  • Understand how visual elements create meaning

Information and Communication Technology (ICT) Capability

Managing and operating ICT
  • Select and use hardware and software

Creating with ICT
  • Generate solutions to challenges and learning area tasks
  • Generate ideas, plans and processes

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • using features of relevant technologies to plan, sequence, compose and edit multimodal texts
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Managing and operating ICT
    • Select and use hardware and software


Year 3 Achievement Standards

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 choices are used for different effects.

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.


Year 3 Work Sample Portfolios