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

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

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

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

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

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

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

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

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

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

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

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

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

Word Knowledge
  • Use spelling knowledge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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