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Lesson Sequence instructions
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INSERT NAME OF SCHOOL
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This unit combines compatible content and skills from the Australian History Curriculum and the three Priorities with the
Victorian Essential Learning Standards for Humanities AND relevant interdisciplinary learning from VELS Personal Learning,
Interdisciplinary Learning, Thinking Processes. Some aspects of VELS and Australian English curriculum are also included.
This unit was developed by (insert names of contributing teachers and date.)
Contents
LESSON SEQUENCES .............................................................................................................................. 4
Lesson 1 ...................................................................................................................................................................................................... 4
Page 1 of 32
Lesson 2 ...................................................................................................................................................................................................... 4
Lesson 3 ...................................................................................................................................................................................................... 4
Lesson 4 ...................................................................................................................................................................................................... 4
Lesson 5 ...................................................................................................................................................................................................... 5
Lesson 6 ...................................................................................................................................................................................................... 5
Lesson 7 ...................................................................................................................................................................................................... 5
Lesson 8 ...................................................................................................................................................................................................... 5
Lesson 9 ...................................................................................................................................................................................................... 7
Lesson 10 .................................................................................................................................................................................................... 7
Lesson 11 .................................................................................................................................................................................................... 7
Key Understandings for Assessment ........................................................................................................ 8
Focus Questions .......................................................................................................................................... 8
LEARNING FOCUS ........................................................................................................................................................................................... 9
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS ........................................ 9
VELS Learning Focus Humanities Level 2 ........................................................................................................................................... 9
VELS Learning Focus English Level 2 .................................................................................................................................................. 9
VELS Learning Focus Thinking Processes Level 2 ............................................................................................................................ 11
VELS Learning Focus Personal Learning Level 2 .............................................................................................................................. 11
VELS Learning Focus Interpersonal Learning Level 2....................................................................................................................... 11
AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Years 1 & 2 .............................. 11
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 1 & 2
12
Historical Knowledge and Understanding ............................................................................................................................................ 12
Historical Skills .......................................................................................................................................................................................... 14
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2 ............................... 16
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2
16
READING AND VIEWING ...................................................................................................................................................................... 16
WRITING ................................................................................................................................................................................................... 20
SPEAKING AND LISTENING ................................................................................................................................................................ 22
AUSTRALIAN CURRICULUM PRIORITIES .......................................................................................... 27
Page 2 of 32
Aboriginal and Torres Strait Islander histories and cultures .............................................................................................................. 27
Asia and Australia’s Engagement with Asia ......................................................................................................................................... 27
Sustainability ............................................................................................................................................................................................. 27
ACHIEVEMENT STANDARDS ...................................................................................................................................................................... 29
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS ..... 29
VELS Humanities Years 1 &2 ................................................................................................................................................................ 29
VELS English Standards Years 1 & 2 ................................................................................................................................................... 29
VELS Thinking Processes Standards Years 1 & 2 ............................................................................................................................. 29
VELS Personal Learning Standards Years 1 & 2 ............................................................................................................................... 30
VELS Interpersonal Learning Standards Foundation Years 1 & 2 ................................................................................................... 30
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY .................................... 30
AUSTRALIAN CURRICULUM HISTORY Years 1 & 2 ....................................................................................................................... 30
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH .................................... 31
AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2 ....................................................................................................................... 31
PoLT (Principles of Learning and Teaching).......................................................................................... 32
PoLT focus to be embedded in this unit. .............................................................................................................................................. 32
Page 3 of 32
VELS
standard/s
Level 1
Special
needs
Resources
Activities
LESSON SEQUENCES
Lesson 1
Cue in by talking about
Read
Explain
Students listen and contribute
to discussion about...
Review e.g. taking turns &
sharing.
Model task
Table task: make/build/test/etc
Use thinking tool....
Share Time:
Insert specific texts & where
kept
Selected easy-reading nonfiction texts about



At risk
ESL
Gifted
Select from below
Australian
curriculum
standard/s
Years 1 & 2
Select from below
Page 4 of 32
Lesson 2
Lesson 3
Lesson 4
Lesson 2
Lesson 3
Lesson 4
Australian
VELS
curriculum
standard/s
standard/s
Level 2
Years 1 & 2
Special
needs
Resources
Activities
E5
Lesson 1
Lesson 5
Cue in by talking about
Read
Explain
Students listen and contribute to
discussion about...
Review e.g. taking turns &
sharing.
Model task
Table task: make/build/test/etc
Use thinking tool....
Share Time:
Insert specific texts & where kept
Selected easy-reading non-fiction
texts about



At risk
ESL
Gifted
Select from below
Page 5 of 32
Lesson 6
Lesson 7
Lesson 8
E5
Lesson 5
Page 6 of 32
Lesson 6
Lesson 7
Lesson 8
Activities
Resources
Special
needs



At risk
ESL
Gifted
Select from below
Select from below
E5
VELS
Australian curriculum
standards
standards years 1 & 2
Level 2
Lesson 9
Cue in by talking about
Read
Explain
Students listen and contribute to
discussion about...
Review e.g. taking turns &
sharing.
Model task
Table task: make/build/test/etc
Use thinking tool....
Share Time:
Insert specific texts & where kept
Selected easy-reading non-fiction
texts about
Page 7 of 32
Lesson 10
Lesson 11
Key Understandings for Assessment
Page 8 of 32
Focus Questions
LEARNING FOCUS
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS
VELS
Learning
Focus
Humanities
Level 2
VELS
Learning
Focus
English
Level 2
Page 9 of 32
As students work towards the achievement of Level 3 standards in the Humanities, they develop their understanding of the concepts of
time - chronology and sequencing, and change and continuity - through a study of changes in the local community over time. By
comparing the experiences and artefacts of their daily lives with those of their parents, grandparents and other community members,
students reflect on how life at home and in the community has changed.
Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative
locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map. They recognise the
globe as a model representation of Earth and can locate Australia and other places with which they have links. Students learn to identify
and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour. Through
observation, they investigate and describe elements of the natural and built environments in their local area.
By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the
various types of geographical and historical evidence. They begin to make basic comparisons between ‘then’ and ‘now’ and learn to
construct simple timelines to show their understanding. By observing the characteristics of different places, and prompted by questions,
students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist.
They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal
and Torres Strait Islander communities. They explore what their local area might have looked like before European settlement.
Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects
community interdependence and economic sustainability. They begin to understand how local resources are used to make products
which meet local people's needs and the needs of people in other places. They also begin to understand that resources from other
places may be used to make products locally to meet their needs.
As students work towards the achievement of Level 2 standards in English, they extend their knowledge of how language is used in a
range of written and spoken texts. With teacher support and through the sharing of texts, students develop a consciousness of texts –
how they are constructed and the purposes they fulfil.
Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures,
uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as
stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for
example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They
read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.
Students engage in individual, small group and teacher-directed activities in which they read a variety of texts and explore the wide
range of purposes, contexts and audiences for which texts are produced. They learn to recognise that texts are constructed by authors,
and distinguish between texts that represent real and imaginary experience. Through class discussions they consider the opinions and
viewpoints of others and become aware that there are different interpretations of texts. They begin to connect the themes and ideas in
texts to their own knowledge and experience.
Students write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer
graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns,
conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, come,
going, like), most words of one syllable with regular spelling (for example, sharp, thick, star), and some two-syllable words with regular
spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for
planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries
and spell-checking software. They experiment with written and electronic publishing options. When handwriting, they practise correct
letter formation.
In planned and spontaneous activities, students explore the structures and features of language in spoken texts. They become
increasingly aware of how and why their own speaking needs to be varied to suit different situations and audiences. Students focus on
organising their ideas to make themselves understood and, with guidance, develop strategies to improve oral presentations, for
example, by varying volume and pace.
Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar
ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and
interpret texts such as serialised readings or films.
Page 10 of 32
VELS
Learning
Focus
Thinking
Processes
Level 2
VELS
Learning
Focus
Personal
Learning
Level 2
VELS
Learning
Focus
Interpersonal
Learning
Level 2
As students work towards the achievement of Level 3 standards in Thinking Processes, they explore the community and environment
around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and
wondering are encouraged, recorded and shared, and become the basis for further learning.
Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to
record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of
other people’s explanations. They begin to understand that people are more likely to believe an explanation if evidence or reasons are
provided. They develop their skills in using a range of sources of information when investigating selected questions.
Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and
describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in
surrounding events and objects.
When presented with simple problems, students work with peers to develop a range of creative solutions and test their effectiveness
against given criteria. Prompted by questions, they begin to reflect on their thinking processes.
As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning
experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those
approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their
learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and
reflecting on the effort they put into particular tasks.
Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers.
They begin to recognise that learning from mistakes is an important attribute of being a good learner.
With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to
recognise their contribution to the achievement of a positive learning environment in the classroom.
Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear
outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular
activity, and to reflect on their achievements.
As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and
younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to the
development and maintenance of friendships. They begin to develop and exhibit appropriate behaviours for maintaining positive social
relationships.
Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional
responses of others. They compare these with their own emotional responses and adjust their behaviour in response.
Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think
in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or
taking another person’s point of view into consideration.
Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate
roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to
reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.
AUSTRALIAN CURRICULUM HISTORY LEVEL DESCRIPTION: Years 1 & 2
The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect,
perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the
past and to provide a focus for historical inquiries.
Page 11 of 32
The history content at this level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and
should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order
and detail in which they are taught are programming decisions .
Australian Curriculum History Level Description Year 1
Present and Past Family Life
The Level 1 curriculum provides a study of present and past family life
within the context of the students’ own world. Students learn about
similarities and differences in family life by comparing the present with the
past. They begin to explore the links, and the changes that occur, over
time.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding
and skills is provided by inquiry questions through the use and
interpretation of sources. The key inquiry questions at this level are:
 How has family life changed or remained the same over time?
 How can we show that the present is different from or similar to the
past?
 How do we describe the sequence of time?
Australian Curriculum History Level Description Year 2
The Past in the Present
The Level 2 curriculum provides a study of local history. Students explore,
recognise and appreciate the history of their local area by examining
remains of the past and considering why they should be preserved.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding
and skills is provided by inquiry questions through the use and
interpretation of sources. The key inquiry questions at this level are:
 What aspects of the past can you see today? What do they tell us?
 What remains of the past are important to the local community? Why?
 How have changes in technology shaped our daily life?
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 1 & 2
Year 1 Content
Present and Past
Family Life
Differences in family
structures and roles
today, and how
these have changed
or remained the
same over time
(ACHHK028)
Page 12 of 32
Historical Knowledge and Understanding
Year 2 Content
The Past in the
Elaborations
Present
The history of a
 comparing families in the present with those
significant person,
from the recent past (the families of parents
building, site or part
and grandparents) in terms of their size and
of the natural
structure (for example the different types of
environment in the
family such as nuclear, single parent, blended)
local community and
 discussing kinship as an important part of
relationships and family structures in Aboriginal what it reveals about
the past
and Torres Strait Islander societies (for
example the extent of a kinship system and the (ACHHK044)
way in which it influences people's
relationships, obligations and behaviour
towards each other)

examining and commenting on the roles of
family members over time (for example
listening to stories about the roles of mothers,
fathers, caregivers and children in the past)
Elaborations



using the internet, newspapers, community
information guides and local knowledge to
identify and list the people and places
promoted as being of historic interest in the
local community
suggesting reasons for the location of a local
landmark before searching for resources that
provide an explanation
investigating the history of a chosen person,
building, site or landmark in the local
community using sources (for example books,
newspapers, oral histories, audio visual
material, digital sources, letters, photographs)
and relating a story which these reveal about
the past
How the present,
past and future are
signified by terms
indicating time such
as ‘a long time ago’,
‘then and now’, ‘now
and then’, ‘old and
new’, ‘tomorrow’, as
well as by dates and
changes that may
have personal
significance, such as
birthdays,
celebrations and
seasons
(ACHHK029)




Differences and
similarities between
students' daily lives
and life during their
parents’ and
grandparents’
childhoods, including
family traditions,
leisure time and
communications.
(ACHHK030)

and comparing these with family roles today
(for example work outside the home, washing,
cooking, cleaning, gardening, child care)
discussing, for example, what happened
yesterday, what is likely to happen tomorrow,
upcoming birthdays, celebrations and seasons,
and ordering these references to time in
sequence using terms such as ‘before’, ‘after’,
‘next’ and ‘then’
discussing how some cultures, for example the
Chinese, describe a child as being one level
old on the day they are born
identifying dates and changes that have
personal significance (for example birthdays,
moving house, changing schools, religious and
school holidays), marking these on a calendar
and counting down time, as well as noting that
events of personal significance may differ
according to children’s cultural backgrounds
examining Aboriginal and Torres Strait Islander
seasonal calendars (for example the Gagadju
(Kakadu) and the D'harawal (Sydney)
calendars, each with six seasons, the Arrernte
(central Australia) with five, the Woiwurrung
(Upper Yarra Valley) with seven, and northeast Tasmania with three
examining and commenting on photographs
and oral histories (for example talking to
parents, grandparents and other elders) to find
out how daily lives have changed
The importance
today of an historical
site of cultural or
spiritual significance;
for example, a
community building,
a landmark, a war
memorial
(ACHHK045)



The impact of
changing technology
on people’s lives (at
home and in the
ways they worked,
travelled,
communicated, and
played in the past)
(ACHHK046)



Page 13 of 32
discussing why a particular site has heritage
significance/cultural value for present
generations (for example it provides a record
of a significant historical event, has aesthetic
value, reflects the community’s identity)
identifying, in consultation with Aboriginal and
Torres Strait Islander people, and visiting
(where appropriate) local sites, places and
landscapes of significance to Aboriginal and
Torres Strait Islander people (for example
engraving sites, rock paintings, natural sites or
features such as the Birragai rock shelter,
creeks or mountains)
identifying and designing a local historical tour
of a site (for example one related to a
particular cultural group)
examining changes in technology over several
generations by comparing past and present
objects and photographs, and discussing how
these changes have shaped people’s lives (for
example changes to land, air and sea
transport; the move from wood fired stoves to
gas/electrical appliances; the introduction of
television, transistors, FM radio and digital
technologies)
identifying where the technology used in their
grandparents’ childhoods was made compared
with the technology they use today
examining the traditional toys used by
Aboriginal and Torres Strait Islander children
to play and learn (for example Arrernte
children learn to play string games so they can

Year 1 Skills
Chronology, terms
and concepts
Sequence familiar
objects and events
(ACHHS031)
Distinguish between
the past, present and
future (ACHHS032)
Historical questions
and research
Pose questions about
the past using sources
provided (ACHHS033)
Analysis and use of
sources
Explore a range of
sources about the
past (ACHHS034)
Page 14 of 32
Historical Skills
Year 2 Skills
Elaborations
Chronology, terms
and concepts
Sequence familiar
 using visual sequences of time such as a
objects and events
‘days of the week’ chart, a class timetable
or a calendar and marking significant dates (ACHHS047)
on them
 creating a timeline, slideshow or story
using photos
Distinguish between
 identifying vocabulary of the past (for
the past, present and
example words for objects from childhood
future (ACHHS048)
games and leisure such as jacks, elastics,
record player, transistor) when making
then/now comparisons
 using terms to denote time (for example
‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’,
‘present’, ‘generations’)
Elaborations
Historical questions
and research
Pose questions about
 inquiring from parents and members of
the past using sources
older generations about past and present
provided (ACHHS049)
families (for example number of children,
number of people living in the household,
roles of the parents and children)

discussing what life was like for their
parents and grandparents by examining
everyday objects (for example telephone,
radio, cooking utensils, toys), photos and
stories from the past, using ‘What’? How’?
‘When’? ‘Why?’ questions
Elaborations
Analysis and use of
sources
Explore a range of
 discussing with parents and grandparents
sources about the
about life in the past
past. (ACHHS050)

exploring stories from and about the past
(for example letters, diaries, radio or
television programs)
remember stories they have been told)
creating models of toys used by children who
lived when electricity was not available
Elaborations

ordering key events in the history of the local
community using photographs and annotations

using terms to denote the passing of time in
speech and writing (for example ‘in the past’,
‘levels ago’, ‘the olden days’, ‘in the future’)
identifying signs of the past in photographs and
other visual representations and using the
correct term for these features – for example
‘war memorial’, ‘museum’

Elaborations


developing inquiry questions about a site (for
example ‘What does it look like now?’ ‘What
condition is it in?’ ‘How might its use have
changed?’ ‘What was its purpose?’ ‘How was it
built/created?’ ‘How was it paid for?’ ‘What is its
use and importance in the present?’)
structuring questions using appropriate verb
tenses (for example in the question: ‘What
games did children play before electricity?’, the
helping verb ‘did’ is in the past
Elaborations

locating historical evidence of the local
community including signs of the past in the
present (for example place and street names,
monuments, built and non-built historical
landmarks)

Identify and compare
features of objects
from the past and
present (ACHHS035)

Perspectives and
interpretations
Explore a point of view
(ACHHS036)
Elaborations
Explanation and
communication
Develop a narrative
about the past.
(ACHHS037)
comparing objects from the past with the
present to identify similarities and
differences (for example toys, whitegoods,
televisions, radios)

representing similarities and differences
between students’ daily lives and those of
their parents and grandparents in graphic
form (for example Venn diagram, y-chart)
Elaborations


relating a story about life in their parent’s
or grandparent’s time (orally or through
pictures and photographs)
describing their families or an event that
has personal significance
Identify and compare
features of objects
from the past and
present (ACHHS051)
Perspectives and
interpretations
Explore a point of view
(ACHHS052)
Explanation and
communication
Develop a narrative
about the past
(ACHHS053)
examining sources such as photographs,
newspapers, stories and maps to learn about
the past (some of these may be online and can
be located through state and local library
websites)
 identifying place and street names in the local
community and discovering their origin and
meaning (for example names that are linked to
Aboriginal and Torres Strait Islander people,
such as Eurobodalla National Park; historical
events such as Deadman’s Creek, early settlers,
and political, religious and social figures)

identifying features of a site (such as dates,
decorations and plaques on buildings) that
reveal its past
Elaborations

Elaborations


Use a range of
communication forms
(oral, graphic, written,
role play) and digital
technologies
(ACHHS038)
Page 15 of 32

representing ideas and creating
imaginative responses through writing,
role-play, speaking, drawing
Use a range of
communication forms
(oral, graphic, written,
role play) and digital
technologies
(ACHHS054)
examining a point of view about changes to the
built and natural environment and to daily lives
over time

composing stories to compare past and present
daily life (for example by using software to
create a soundscape of the local area and a
digital camera to take photographs of this area
in the present and by using photographs to show
images of the past)
describing a significant person or place from
their community’s past (for example a short
report on a building of significance describing
when, where, why, who built it, and why it is
valued; or a biography on a significant
individual)
representing ideas and creating imaginative
responses through visual images as well as
written and spoken descriptions and narratives
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2
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 levels, and teachers will revisit
and strengthen these as needed.
The range of literary texts for Foundation to Level 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.
Australian Curriculum English Level Description Year 1
Australian Curriculum English Level Description Year 2
In Level 1, students communicate with peers, teachers, known adults and
students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read,
view and interpret spoken, written and multimodal texts designed to
entertain and inform. These encompass traditional oral texts including
Aboriginal stories, picture books, various types of stories, rhyming verse,
poetry, non-fiction, film, dramatic performances, and texts used by students
as models for constructing their own texts.
Literary texts that support and extend Level 1 students as independent
readers involve straightforward sequences of events and everyday
happenings with recognisably realistic or imaginary characters. Informative
texts present a small amount of new content about familiar topics of
interest and topics being studied in other areas of the curriculum. These
texts also present a small range of language features, including simple and
compound sentences, some unfamiliar vocabulary, a small number of highfrequency words and words that need to be decoded phonically, and
sentence boundary punctuation, as well as illustrations and diagrams that
support the printed text.
Students create a variety of imaginative, informative and persuasive texts
including recounts, procedures, performances, literary retellings and
poetry.
In Level 2, students communicate with peers, teachers, students from other
classes, and community members.
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 to entertain, as well as texts designed to inform and
persuade. These encompass traditional oral texts, picture books, various
types of print and digital stories, 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.
Literary texts that support and extend Level 2 students as independent
readers involve sequences of events that span several pages and present
unusual happenings within a framework of familiar experiences. Informative
texts present new content about topics of interest and topics being studied
in other areas of the curriculum. These texts include language features
such as varied sentence structures, some unfamiliar vocabulary, a
significant number of high-frequency sight words and words that need to be
decoded phonically, and a range of punctuation conventions, as well as
illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive texts
including imaginative retellings, reports, performances, poetry and
expositions.
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2
READING AND VIEWING
NB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or
Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of
a sequential Literature program within Library lessons.
Year 1 Content
Year 2 Content
Language
Elaborations
Language
Elaborations
Understand that the
Understand that
 discussing and comparing the purposes of
 identifying the topic and type of a text through its
purposes texts
different types of
familiar texts drawn from local contexts and
visual presentation, for example cover design,
Page 16 of 32
serve shape their
structure in
predictable ways
(ACELA1447
Identify the parts of
a simple sentence
that represent
‘What’s
happening?’, ‘Who
or what is doing or
receiving the
action?’ and the
circumstances
surrounding the
action (ACELA1451)
Explore differences
in words that
represent people,
places and things
(nouns and
pronouns), actions
(verbs), qualities
(adjectives) and
details like when,
where and how
(adverbs)
(ACELA1452)
Compare different
kinds of images in
narrative and
informative texts
and discuss how
they contribute to
meaning
(ACELA1453)
Page 17 of 32







interests
becoming familiar with the typical stages of
types of text including recount and procedure
using different types of texts, for example
procedures (including recipes) and discussing
the text structure
knowing that, in terms of meaning, a basic
clause represents: what is happening (verb);
who or what is participating (noun group); and
the surrounding circumstances (adverbial)
understanding that a simple sentence
expresses a single idea, represented
grammatically by a single independent clause
(for example 'A kangaroo is a mammal. A
mammal suckles its young'
texts have
identifiable text
structures and
language features
that help the text
serve its purpose
(ACELA1463)
Know some
features of text
organisation
including page and
screen layouts,
alphabetical order,
and different types
of diagrams, for
example timelines
(ACELA1466)



talking about effective words that describe a
place, person or event
learning how a sentence can be made more
vivid by adding adjectives, adverbs and unusual
verbs
Understand that
simple connections
can be made
between ideas by
using a compound
sentence with two
or more clauses
and coordinating
conjunctions
(ACELA1467)

talking about what is ‘real’ and what is imagined
in texts, for example ‘This is the section about
platypuses in the book about mammals’
Identify visual
representations of
characters’ actions,
reactions, speech
and thought
processes in
narratives, and
consider how these
images add to or
contradict or
multiply the
meaning of
accompanying


packaging, title/subtitle and images
becoming familiar with the typical stages of text
types, for example simple narratives,
instructions and expositions
recognising how chapters and table of contents,
alphabetical order of index and glossary operate
to guide access to information
learning about features of screen texts including
menu buttons, drop down menus, links and live
connections
learning how to express ideas using compound
sentences
learning how to join simple sentences with
conjunctions, for example ‘and’, ‘but’ or ‘so’, to
construct compound sentences
comparing two versions of the same story, for
example ‘Jack and the Beanstalk’, identifying
how a character’s actions and reactions are
depicted differently by different illustrators
Understand
concepts about print
and screen,
including how
different types of
texts are organised
using page
numbering, tables of
content, headings
and titles, navigation
buttons, bars and
links (ACELA1450)

Recognise sound --letter matches
including common
vowel and
consonant digraphs
and consonant
blends
(ACELA1458)

Understand the
variability of sound -- letter matches
(ACELA1459)

Manipulate sounds
in spoken words
including phoneme
deletion and
substitution
(ACELA1457)






Know that regular
one-syllable words
Page 18 of 32

learning about how books and digital texts are
organised including page numbers, table of
contents, headings, images with captions and
the use of scrolling to access digital texts
saying words with the same onset as a given
word (for example words that begin like 'd/og',
'bl/ue')
saying words with the same rime as a given
word (for example words that end like 'c/at',
'pl/ay')
recognising that letters can have more than one
sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a
in ‘cat’, ‘father’, ‘any’)
recognising sounds that can be produced by
different letters (for example the /s/ sound in
‘sat’, ‘cent’, ‘scene’)
recognising words that start with a given sound,
end with a given sound, have a given medial
sound, rhyme with a given word
recognising and producing rhyming words
replacing sounds in spoken words (for example
replace the ‘m’ in 'mat' with 'c' to form a new
word 'cat')
saying sounds in order for a given spoken word
(for example f/i/sh, th/i/s)
writing one-syllable words containing known
blends, for example ‘bl’, ‘st’
words
(ACELA1469)
Understand that
nouns represent
people, places,
things and ideas
and can be, for
example, common,
proper, concrete
and abstract, and
that noun groups
can be expanded
using articles and
adjectives
(ACELA1468)
Recognise most
sound–letter
matches including
silent letters,
vowel/consonant
digraphs and many
less common
sound–letter
combinations
(ACELA1474)
Recognise common
prefixes and
suffixes and how
they change a
word’s meaning
(ACELA1472)
Literature
Discuss the
characters and




exploring texts and identifying nouns that refer to
characters, elements of the setting, and ideas
exploring illustrations and noun groups in picture
books to identify how the noun groups have
been represented by an illustrator
exploring names of people and places and how
to write them using capital letters
using selected nouns as a basis for building
extended noun groups that provide a clear
description of an item

recognising when some letters are silent, for
example knife, listen, castle, and providing the
sound for less common sound-letter matches,
for example ‘tion’

joining discussion about how a prefix or suffix
affects meaning, for example uncomfortable,
older, and division
Elaborations
 describing features of text settings including
time, colours used to portray level, season, and
are made up of
letters and common
letter clusters that
correspond to the
sounds heard, and
how to use visual
memory to write
high-frequency
words (ACELA1778)

Literacy
Respond to texts
drawn from a range
of cultures and
experiences
(ACELY1655)
Elaborations
 exploring some of the meanings and teachings
embedded in Dreaming stories
 using drawing and writing to depict and
comment on people and places beyond their
immediate experience
Literacy
Discuss different
texts on a similar
topic, identifying
similarities and
differences
between the texts
(ACELY1665)
Describe some
differences between
imaginative
informative and
persuasive texts
(ACELY1658)

comparing and discussing texts identifying
some features that distinguish those that ‘tell
stories’ from those that ‘give opinions’
selecting texts for a particular purpose or task,
for example a website that will give information
about whales, a book that will tell a story about
a possum
Identify the
audience of
imaginative,
informative and
persuasive texts
(ACELY1668)
Read supportive
texts using
developing
phrasing, fluency,
contextual,
semantic,
grammatical and
phonic knowledge

using contextual and semantic knowledge to
make predictions about a text’s purpose and
content
combining knowledge of context, meaning,
grammar and phonics to decode text
recognising most high frequency sight words
when reading text
self-correcting when reading does not make
Read less
predictable texts
with phrasing and
fluency by
combining
contextual,
semantic,
grammatical and
Page 19 of 32




learning an increasing number of high
frequency sight words recognised in shared
texts and in texts being read independently (for
example 'one', 'have', 'them', 'about')
settings of different
texts and explore
how language is
used to present
these features in
different ways
(ACELT1591)
place (country or city) and how this impacts on
the characters
 describing plots including beginnings
(orientation), how the problem (complication) is
introduced and solved (resolution), and
considering how these features construct
meanings
 identifying features of imaginary or fantasy texts,
for example magic powers, shifts in time
 investigating Aboriginal stories, found from
online sources, that explain physical features of
the landscape and identify and describe the
common features of language used
 comparing two or more versions of the same
story by different authors or from different
cultures, describing similarities and differences
in authors’ points of view
Elaborations
 identifying examples and features of different
kinds of spoken, non-verbal, written and visual
communication from Aboriginal and Torres Strait
Islander communities and from several Asian
cultures within Australia
 comparing two or more versions of the same
topic by different authors or from different
cultures, describing similarities and differences
 identifying the main purpose of a text, including
whether the author wants to entertain, explain or
persuade and considering how audiences might
respond to those texts



using prior and learned knowledge and
vocabulary to make and confirm predictions
when reading text
using grammatical knowledge to predict likely
sentence patterns when reading more complex
narratives and informative texts
using knowledge of sound–letter relationships
and high frequency sight words when decoding
and emerging text
processing
strategies, for
example prediction,
monitoring meaning
and rereading
(ACELY1659)
Use comprehension
strategies to build
literal and inferred
meaning about key
events, ideas and
information in texts
that they listen to,
view and read by
drawing on growing
knowledge of
context, text
structures and
language features
(ACELY1660)








sense, using pictures, context, meaning,
phonics and grammatical knowledge
reading aloud with developing fluency and
intonation
using elements in books and screen texts, for
example illustrations, diagrams, sound and
movement, to support reading
making connections between the text and
students’ own experiences, and between
information in print and images
finding key information in a text
making inferences about characters’ feelings
and motives
building knowledge about the topic of the text
and learning new vocabulary before and during
reading
making predictions from the cover, from
illustrations and at points in the text before
reading on
retelling the events or key information in the text
orally, in writing and/or through digital or arts
media
phonic knowledge
using text
processing
strategies, for
example monitoring
meaning,
predicting,
rereading and selfcorrecting
(ACELY1669)
Use
comprehension
strategies to build
literal and inferred
meaning and begin
to analyse texts by
drawing on growing
knowledge of
context, language
and visual features
and print and
multimodal text
structures
(ACELY1670)







text
monitoring own reading and self-correcting when
reading does not make sense, using
illustrations, context, phonics, grammar
knowledge and prior and learned topic
knowledge
using grammar and meaning to read aloud with
fluency and intonation
making connections between the text and
students’ own experiences and experiences with
other texts, comparing authors’ differing point of
view on a topic
making connections between information in print
and images
building on and using prior knowledge and
vocabulary
making valid inferences using information in a
text and students’ own prior knowledge
predicting, asking and answering questions as
they read, and summarising and reviewing
meaning
WRITING
Year 1 Content
Language
Understand patterns
of repetition and
contrast in simple
texts (ACELA1448)
Page 20 of 32
Elaborations
 identifying patterns of vocabulary items in texts
(for example class/subclass patterns, part/whole
patterns, compare/contrast patterns, cause-andeffect patterns, word associations/collocation)
 discussing different types of texts and
identifying some characteristic features and
elements (for example language patterns and
repetition) in stories and poetry
Year 2 Content
Language
Understand how
texts are made
cohesive through
resources, for
example word
associations,
synonyms, and
antonyms
(ACELA1464)
Elaborations
 exploring how texts develop their themes and
ideas, building information through connecting
similar and contrasting dissimilar things
 mapping examples of word associations in texts,
for example words that refer to the main
character
Recognise and
know how to use
morphemes in word
families for example
‘play’ in ‘played’ and
‘playing’
(ACELA1455)
Recognise that
different types of
punctuation,
including full stops,
question marks and
exclamation marks,
signal sentences
that make
statements, ask
questions, express
emotion or give
commands
(ACELA1449)
Literature
Recreate texts
imaginatively using
drawing, writing,
performance and
digital forms of
communication
(ACELT1586)
Literacy
Create short
imaginative and
informative texts
that show emerging
use of appropriate
text structure,
sentence-level
grammar, word
choice, spelling,
punctuation and
appropriate
multimodal
Page 21 of 32





building word families from common
morphemes (for example 'play', 'plays', 'playing',
'played', 'playground')
using morphemes to read words (for example
by recognising the 'stem' in words such as
'walk/ed')
Recognise that
capital letters signal
proper nouns and
commas are used
to separate items in
lists (ACELA1465)

talking about how a comma can be used to
separate two or more elements in a list, for
example ‘At the museum they saw a Tasmanian
tiger, a dinosaur and two snakes’
using intonation and pauses in response to
punctuation when reading
reading texts and identifying different sentencelevel punctuation
writing different types of sentences, for example
statements and questions, and discussing
appropriate punctuation
Understand how to
use digraphs, long
vowels, blends and
silent letters to spell
words, and use
morphemes and
syllabification to
break up simple
words and use
visual memory to
write irregular
words
(ACELA1471)
Literature
Create events and
characters using
different media that
develop key events
and characters
from literary texts
(ACELT1593)

drawing on knowledge of high frequency sight
words
drawing on knowledge of sound–letter
relationships (for example breaking words into
syllables and phonemes)
using known words in writing and spell unknown
words using developing visual, graphophonic
and morphemic knowledge
Literacy
Create short
imaginative,
informative and
persuasive texts
using growing
knowledge of text
structures and
language features
for familiar and
some less familiar
audiences,
selecting print and
Elaborations
 learning how to plan spoken and written
communications so that listeners and readers
might follow the sequence of ideas or events
 sequencing content according to text structure
 using appropriate simple and compound
sentence to express and combine ideas
 using vocabulary, including technical
vocabulary, appropriate to text type and purpose
Elaborations
 creating visual representations of literary texts
from Aboriginal, Torres Strait Islander or Asian
cultures
 writing character descriptions drawn from
illustrations in stories
 retelling key events in stories using oral
language, arts, digital technologies and
performance media
Elaborations
 referring to learned knowledge of text structure
and grammar when creating a new text
 applying new vocabulary appropriately in
creating text
 learning how to plan spoken and written
communications so that listeners and readers
might follow the sequence of ideas or events
 beginning to consider audience in designing a
communication involving visual components,
selecting images for maximum impact


Elaborations
 creating imaginative reconstructions of stories
and poetry using a range of print and digital
media
 telling known stories from a different point of
view
 orally, in writing or using digital media,
constructing a sequel to a known story
elements, for
example illustrations
and diagrams
(ACELY1661)
Reread student's
own texts and
discuss possible
changes to improve
meaning, spelling
and punctuation
(ACELY1662)





Write using unjoined
lower case and
upper case letters
(ACELY1663)


Construct texts that
incorporate
supporting images
using software
including word
processing
programs
(ACELY1664)



adding or deleting words on page or screen to
improve meaning, for example adding an
adjective to a noun
reading the students’ own work aloud to listen
for grammatical correctness: checking use of
capital letters, full stops, question marks and
exclamation marks
checking for inclusion of capital letters and full
stops
identifying words which might not be spelt
correctly
beginning to use dictionaries and classroom
charts to check and correct spelling of less
familiar words
using correct posture and pencil grip
learning how each letter is constructed including
where to start and the direction to follow
writing words legibly using unjoined print script
of consistent size
creating digital images and composing a story
or information sequence on screen using
images and captions
adding images to digital written communications
such as emails with pictures of self, classmates
or location
multimodal
elements
appropriate to the
audience and
purpose
(ACELY1671)
Reread and edit
text for spelling,
sentence-boundary
punctuation and
text structure
(ACELY1672)




Write legibly and
with growing
fluency using
unjoined upper
case and lower
case letters
(ACELY1673)
Construct texts
featuring print,
visual and audio
elements using
software, including
word processing
programs
(ACELY1674)
reading their work and adding, deleting or
changing words, prepositional phrases or
sentences to improve meaning, for example
replacing an everyday noun with a technical one
in an informative text
checking spelling using a dictionary
checking for inclusion of relevant punctuation
including capital letters to signal names, as well
as sentence beginnings, full stops, question
marks and exclamation marks
making significant changes to their texts using a
word processing program ( for example add,
delete or move sentences)


using correct pencil grip and posture
writing sentences legibly and fluently using
unjoined print script of consistent size

experimenting with and combining elements of
software programs to create texts
SPEAKING AND LISTENING
Year 1 Content
Language
Understand that
people use different
Page 22 of 32
Elaborations
 recognising how and where signs and symbols
are used and placed in students’ school and
Year 2 Content
Language
Understand that
spoken, visual and
Elaborations
 identifying examples and features of different
kinds of spoken, non-verbal, written and visual
systems of
communication to
cater to different
needs and purposes
and that many
people may use sign
systems to
communicate with
others
(ACELA1443)

Understand that
language is used in
combination with
other means of
communication, for
example facial
expressions and
gestures to interact
with others
(ACELA1444)

Understand that
there are different
ways of asking for
information, making
offers and giving
commands
(ACELA1446)


community
learning some signs in Auslan and finding out
about ‘Hear a Book’ and Braille technologies for
hearing and visually impaired people
recognising the effect of words, symbols,
gestures and body language on the way
communications are received by others
learning the difference between questions and
statements, requests and commands
learning about different types of questions
including closed and open questions and
‘where’, ‘what’, ‘who’ and ‘why’ questions
written forms of
language are
different modes of
communication with
different features
and their use varies
according to the
audience, purpose,
context and cultural
background
(ACELA1460)
Understand that
language varies
when people take
on different roles in
social and
classroom
interactions and
how the use of key
interpersonal
language resources
varies depending
on context
(ACELA1461)
Identify language
that can be used for
appreciating texts
and the qualities of
people and things
(ACELA1462)







Explore different
ways of expressing
emotions, including
Page 23 of 32


extending students’ vocabularies for the
expression of feelings and emotions
considering how others might respond before
Understand the use
of vocabulary about
familiar and new

communication from Aboriginal and Torres Strait
Islander communities and from several Asian
cultures within Australia, and associating those
features with particular communities
recognising some phrases in the languages of
the class and community, for example greetings
and expressions of politeness
exploring how terms of address are used to
signal different kinds of relationships
exploring the differences between giving a
presentation and talking to friends
exploring culturally specific greetings and
expressions of politeness
exploring how language is used to express
feelings including learning vocabulary to express
a gradation of feeling, for example ‘happy’,
‘joyful’, ‘pleased’, ‘contented’
exploring in stories, everyday and media texts
moral and social dilemmas; such as right and
wrong, fairness/unfairness, inclusion and
exclusion; learning to use language to describe
actions and consider consequences
exploring how language is used to construct
characters and settings in narratives, including
choice of nouns such as ‘girl’, ‘princess’ or
‘orphan’, and choice of adjectives such as
‘gentle’, ‘timid’ or ‘frightened’
interpreting new terminology drawing on prior
knowledge, analogies and connections with
known words
verbal, visual, body
language and facial
expressions
(ACELA1787)
Understand the use
of vocabulary in
everyday contexts
as well as a growing
number of school
contexts, including
appropriate use of
formal and informal
terms of address in
different contexts
(ACELA1454)
Literature
Express preferences
for specific texts and
authors and listen to
the opinions of
others (ACELT1583)
Discuss characters
and events in a
range of literary
texts and share
personal responses
to these texts,
making connections
with students' own
experiences
(ACELT1582)
Page 24 of 32
students express their views and how students
might respond to others’ views in civil and
constructive ways

topics and
experiment with
and begin to make
conscious choices
of vocabulary to
suit audience and
purpose
(ACELA1470)

learning forms of address for visitors and how to
use language appropriately to ask directions
and for information, for example on excursions
Elaborations
 sharing favourite texts and authors and some
reasons for preferences
 discussing different texts and considering what
is entertaining or appealing
 using arts methods and role play to express
personal responses to characters and events in
stories
 discussing different texts and considering what
is entertaining or appealing and why
 identifying who is telling the story in different
texts
 discussing characters from books and films and
whether these are life-like or imaginary (for
example talking animals)
 comparing characters and events in texts to
students’ own experiences
Literature
Discuss how
depictions of
characters in print,
sound and images
reflect the contexts
in which they were
created
(ACELT1587)
Elaborations
 exploring iconography of Aboriginal and Torres
Strait Islander cultures
 recognising recurring characters, settings and
themes in Dreaming stories experienced through
texts, films and online sources
 discussing moral and teaching stories from
varied cultures, identifying and comparing their
central messages
Identify aspects of
different types of
literary texts that
entertain, and give
reasons for
personal
preferences
(ACELT1590)



describing features of texts from different
cultures including recurring language patterns,
style of illustrations, elements of humour or
drama, and identifying the features which give
rise to their personal preferences
connecting the feelings and behaviours of
animals in anthropomorphic stories with human
emotions and relationships
drawing, writing and using digital technologies to
capture and communicate favourite characters
and events
Discuss how
authors create
characters using
language and
images
(ACELT1581)



Discuss features of
plot, character and
setting in different
types of literature
and explore some
features of
characters in
different texts
(ACELT1584)

Listen to, recite and
perform poems,
chants, rhymes and
songs, imitating and
inventing sound
patterns including
alliteration and
rhyme (ACELT1585)
Literacy
Engage in
conversations and
discussions, using
active listening
behaviours, showing
interest, and
contributing ideas,
information and
questions

Page 25 of 32




identifying similarities between texts from
different cultural traditions, for example
representations of dragons in traditional
European and Asian texts, and how spiritual
beings are represented in Aboriginal and Torres
Strait Islander stories
identifying some features of characters and how
particular words and images convey qualities of
their nature, for example some characters are
portrayed as shy, others adventurous
discussing the characters of fictional animals
and how they relate to those of humans
examining different types of literature including
traditional tales, humorous stories and poetry
discussing similarities and differences between
texts ( for example features of main characters
in different stories)
discussing features of book settings including
time (level, season) and place (country or city,
realistic or imagined)
discussing how plots develop including:
beginnings (orientation), how the problem
(complication) is introduced and solved
(resolution
exploring performance poetry, chants and songs
from Aboriginal and Torres Strait Islander
peoples and Asian cultures
listening to and performing simple haiku poems
about familiar topics such as nature and the
seasons
Elaborations
 listening for details in spoken informative texts
 participating in informal and structured class,
group and pair discussions about content area
topics, ideas and information
 speaking clearly and with appropriate volume
 interacting confidently and appropriately with
peers, teachers, visitors and community
members
 learning to value listening, questioning and
Compare opinions
about characters,
events and settings
in and between
texts (ACELT1589)

discussing each others’ preferences for stories
set in familiar or unfamiliar worlds, or about
people whose lives are like or unlike their own
Identify, reproduce
and experiment
with rhythmic,
sound and word
patterns in poems,
chants, rhymes and
songs
(ACELT1592)

exploring poems, chants, rhymes or songs from
different cultures which class members may
bring from home
learning to recite, sing or create interpretations
of poems, chants, rhymes or songs from
students’ own and other different cultures
Literacy
Listen for specific
purposes and
information,
including
instructions, and
extend students’
own and others'
ideas in
discussions
Elaborations
 using spoken language for problem solving, and
exploring ideas and concepts
 listening for specific information and providing
two or more key facts from an informative text
spoken or read aloud
 listening to, remembering and responding to
detailed instructions

(ACELY1656)

Use interaction skills
including turntaking, recognising
the contributions of
others, speaking
clearly and using
appropriate volume
and pace
(ACELY1788)






Make short
presentations using
some introduced
text structures and
language, for
example opening
statements
(ACELY1657)
Page 26 of 32



positive body language and understanding that
different cultures may approach these differently
formulating different types of questions to ask a
speaker, such as open and closed questions
and ‘when’, ‘why’ and ‘how’ questions
identifying turn-taking patterns in group and pair
work (for example initiating a topic, changing a
topic when appropriate, staying on task,
supporting other speakers, eliciting responses,
being supportive and attentive listeners, asking
relevant questions, providing useful feedback,
prompting, checking understanding, 'sharing the
talking space')
participating in pair, group and class speaking
and listening situations, including informal
conversations and class discussions,
contributing ideas and listening to the
contributions of others
taking turns, asking and answering questions
and attempting to involve others in discussions
demonstrating active listening behaviour and
responding to what others say in pair, group
and class discussions
experimenting with voice volume and pace for
particular purposes including making
presentations, retelling stories and reciting
rhymes and poems
attempting correct pronunciation of new
vocabulary
(ACELY1666)
reporting the results of group discussions
providing simple explanations about how to do
or make something
giving short oral presentations about areas of
interest or content area topics, speaking clearly
and with appropriate volume and using
extended vocabulary and a growing knowledge
of content-specific words
Rehearse and
deliver short
presentations on
familiar and new
topics
(ACELY1667)
Use interaction
skills including
initiating topics,
making positive
statements and
voicing
disagreement in an
appropriate
manner, speaking
clearly and varying
tone, volume and
pace appropriately
(ACELY1789)












discussing appropriate conventions to use in
group discussions
exploring ways to comment on what others say,
including using sentence starters such as ‘I like
the way you…’, ‘I agree that …’, ‘I have a
different thought…’, ‘I’d like to say something
different…’
participating in pair, group and class speaking
and listening situations, including informal
conversations, class discussions and
presentations
demonstrating appropriate listening behaviour,
responding to and paraphrasing a partner’s
contribution to a discussion, such as
think/pair/share activities
asking relevant questions and making
connections with personal experiences and the
contributions of others
brainstorming topics, contributing ideas and
acknowledging the ideas of others
speaking clearly and with appropriate intonation
understanding how to disagree with a point of
view or offer an alternative idea courteously
experimenting with presentation strategies such
as pitch, volume and intonation
adjusting presentation for different audiences
preparing and giving oral presentations,
including reports of group discussions, using
more formal speech and specific vocabulary
about content area topics
listening and responding to presentations,
including those using multimedia, on familiar and
learned topics, recording key information, and
connecting new and existing knowledge about a
topic
AUSTRALIAN CURRICULUM PRIORITIES
Aboriginal
and Torres
Strait
Islander
histories and
cultures
Asia and
Australia’s
Engagement
with Asia
Sustainability
Page 27 of 32
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to
this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait I slander communities, deep knowledge traditions and
holistic world view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a
structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This
sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements
enhances all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by
engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate
positively in the ongoing development of Australia.
The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for
students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts.
Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and
Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait
Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the
application and evaluation of statistical data.
The Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China,
India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive.
An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build
harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital.
This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about
the histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the
Australian community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and
learn in the region.
Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and
humanitarian assistance and this engagement is vital to the prosperity of all Australians.
The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of
mathematics in Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the
human understanding of number, algebra and trigonometry.
Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area,
students investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical
concepts such as patterns and symmetry in art and architecture. Investigations involving data collection and representation can be used
to examine issues pertinent to the Asia region.
Sustainability addresses the ongoing capacity of Earth to maintain all life.
Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs.
Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They
necessitate a renewed and balanced approach to the way humans interact with each other and the environment.
Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more
sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially
just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic
considerations.
The Australian Curriculum: mathematics provides the foundation for the exploration of issues of sustainability. It equips students with the
skills of measurement, mathematical modelling, and data collection, representation and analysis. These skills are needed to investigate
data, evaluate and communicate findings and to make predictions based on those findings.
Mathematical understandings and skills are necessary to monitor and quantify both the impact of human activity on ecosystems and
changes to conditions in the biosphere. Actions to improve sustainability involve students in processes such as auditing, reading
measures and gauges, and interpreting data on invoices and accounts. Mathematical and statistical analysis enables informed decision
making about present and future action.
Learning in mathematics involves the use of knowledge and skills learnt in other areas, particularly in English, science and history.
The Australian National Numeracy Review Report (2008) identified numeracy as requiring an across-the-school commitment, including
mathematical, strategic and contextual aspects. This across-the-school commitment can be managed by including specific references to
other curriculum areas in the mathematics curriculum, and the identification of key numeracy capacities in the descriptions of other
curriculum areas being developed. For example, the following are some of the numeracy perspectives that could be relevant to English,
science and history.
Page 28 of 32
ACHIEVEMENT STANDARDS
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS
VELS Humanities Years 1 &2
No standard till Level 3
VELS English Standards Years 1 & 2
Speaking and listening Standard Level 2
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that
they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and
endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking
clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information
presented. They listen to others and respond appropriately to what has been said.
Reading Standard Level 2
At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures,
and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning
of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text,
and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and
describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and
imaginary experience.
Writing Standard Level 2
At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information
to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their
own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using
pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling
patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own
writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and
spacing.
VELS Thinking Processes Standards Years 1 & 2
No standard till Level 3
Page 29 of 32
VELS Personal Learning Standards Years 1 & 2
No standard till Level 3
VELS Interpersonal Learning Standards Foundation Years 1 & 2
Building social relationships
At Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and
accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.
Working in teams
At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly.
With teacher support, they describe their contribution to the activities of the team.
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – HISTORY
AUSTRALIAN CURRICULUM HISTORY Years 1 & 2
Year 1 History achievement standard
Year 2 History achievement standard
By the end of Level 1, students explain how some aspects of daily life have By the end of Level 2, students analyse aspects of daily life to identify how
changed over recent time while others have remained the same. They
some have changed over recent time while others have remained the
describe personal and family events that have significance.
same. They describe a person, site or event of significance in the local
Students sequence events in order, using everyday terms about the
community.
passing of time. They pose questions about the past and examine sources
Students sequence events in order, using a range of terms related to time.
(physical and visual) to suggest answers to these questions. Students
They pose questions about the past and use sources provided (physical,
relate stories about life in the past, using a range of texts.
visual, oral) to answer these questions. They compare objects from the
past and present. Students develop a narrative about the past using a
range of texts.
Page 30 of 32
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH
AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2
Year 1 Reading and viewing achievement standard
By the end of Level 1, students understand the different purposes of texts.
They make connections to personal experience when explaining characters
and main events in short texts. They identify the language features, images
and vocabulary used to describe characters and events. Students read
aloud, with developing fluency and intonation, short texts with some
unfamiliar vocabulary, simple and compound sentences and supportive
images. When reading, they use knowledge of sounds and letters, high
frequency words, sentence boundary punctuation and directionality to
make meaning. They recall key ideas and recognise literal and implied
meaning in texts.
Year 1 Writing achievement standard
When writing, students provide details about ideas or events. They
accurately spell words with regular spelling patterns and use capital letters
and full stops. They correctly form all upper- and lower-case letters.
Year 1 Speaking and listening achievement standard
They listen to others when taking part in conversations using appropriate
language features. They listen for and reproduce letter patterns and letter
clusters. Students understand how characters in texts are developed and
give reasons for personal preferences. They create texts that show
understanding of the connection between writing, speech and images.
They create short texts for a small range of purposes. They interact in pair,
group and class discussions, taking turns when responding. They make
short presentations of a few connected sentences on familiar and learned
topics.
Page 31 of 32
Year 2 Reading and viewing achievement standard
By the end of Level 2 students understand how similar texts share
characteristics by identifying text structures and language features used to
describe characters, settings and events. They read texts that contain
varied sentence structures, some unfamiliar vocabulary, a significant
number of high frequency sight words and images that provide additional
information. They monitor meaning and self-correct using context, prior
knowledge, punctuation, language and phonic knowledge. They identify
literal and implied meaning, main ideas and supporting detail. Students
make connections between texts by comparing content.
Year 2 Writing achievement standard
Students create texts that show how images support the meaning of the
text. They accurately spell familiar words and attempt to spell less familiar
words and use punctuation accurately. They legibly write unjoined upperand lower-case letters.
Year 2 Writing achievement standard
They listen for particular purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns. When discussing their ideas
and experiences, students use everyday language features and topicspecific vocabulary. They explain their preferences for aspects of texts
using other texts as comparisons. They create texts that show how images
support the meaning of the text. Students create texts, drawing on their
own experiences, their imagination and information they have learned.
Students use a variety of strategies to engage in group and class
discussions and make presentations.
PoLT (Principles of Learning and Teaching)
PoLT focus
to be
embedded
in this unit.
Page 32 of 32
Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:
The learning environment is supportive and productive.
In learning environments that reflect this principle the teacher:
1.1 builds positive relationships through knowing and valuing each student
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
The learning environment promotes independence, interdependence and self motivation.
In learning environments that reflect this principle the teacher:
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration.
Students' needs, backgrounds, perspectives and interests are reflected in the learning program.
In learning environments that reflect this principle the teacher:
3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students’ prior experiences, knowledge and skills
3.4 capitalises on students’ experience of a technology rich world.
Students are challenged and supported to develop deep levels of thinking and application.
In learning environments that reflect this principle the teacher:
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
4.2 promotes substantive discussion of ideas
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
4.6 uses strategies to foster imagination and creativity.
Assessment practices are an integral part of teaching and learning.
In learning environments that reflect this principle the teacher:
5.1 designs assessment practices that reflect the full range of learning program objectives
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching.
Learning connects strongly with communities and practice beyond the classroom.
In learning environments that reflect this principle the teacher:
6.1 supports students to engage with contemporary knowledge and practice
6.2 plans for students to interact with local and broader communities
6.3 uses technologies in ways that reflect professional and community practices.