JOHN CALVIN PRIMARY SCHOOLS
Sub-strands
Content Descriptions
Language
variation and
change
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with
others (ACELA1443)
Text structure
and organisation
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)
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Understand patterns of repetition and contrast in simple texts (ACELA1448)
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)
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)
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding
circumstances(ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as
when, where and how (adverbs)(ACELA1452)
Expressing and
developing ideas
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Language for
interaction
Language
Students
develop their
knowledge
about the
English
language and
how it works.
Sound / letter
knowledge
Texts in context
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)
Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write highfrequency words (ACELA1778)
Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)
Literacy
Students
develop the
knowledge
and skills to
interpret and
create
spoken,
written, visual
& multimodal
texts.
Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
Understand the variability of sound — letter matches (ACELA1459)
Respond to texts drawn from a range of cultures and experiences (ACELY1655)
Use interaction skills including turn-taking, 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)
Describe some differences between imaginative, informative and persuasive texts (ACELY1658)
Interpreting,
analysing and
evaluating
Creating texts
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge 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)
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and
appropriate multimodal 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)
Literature
Students
understand,
respond to,
analyse,
evaluate, and
create
literature.
Literature and
context
Responding to
literature
Examining
literature
Creating
literature
Term
1
Term
2
Term
3
Term
4
Achievement Standard
Reading and Viewing
By the end of Year 1,
students understand the
different purposes of texts.
They make connections to
personal experience when
explaining characters and main
events in short texts.
They identify 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.
Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Interacting with
others
Year 1
Australian Curriculum – English: Content Overview
Discuss how authors create characters using language and images (ACELT1581)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences(ACELT1582)
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
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)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Writing
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.
Speaking and Listening
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.
Australian Curriculum – English
Content Map: Reading & Viewing
Elements
Term 1
Term 2
Concept of print - Books
- Identify how elements of text can be used to locate
information:
o
page numbering
o
table of contents
o
headings
o
titles
(ACELA1449) (ACELA1450)
Reading and Viewing Year 1
Sounds
- Introduce all 44 sounds in the English Language
- Identify and count sounds in words
- Identify sounds in multiple positions (initial, medial
and final positions)
- Manipulate words through the deletion and
substitution of phonemes in words.
- Introduce morphemes (s, es, ed, ing)
Nursery rhymes Innovation
- Choose a favourite nursery rhyme and create another verse.
Purpose
- To entertain, to teach rhyming, vocabulary
Structure
- Rhyming patterns (AABB or ABAB)
- Number of syllables per line
Features
- Stress and intonation
- Rhythm
- Rhyming families
- Repetition
(ACELA1458) (ACELA1778) (ACELY1663) (ACELA1455)
(ACELA1457) (ACELT1585)
(ACELA1448)
Alphabetical Awareness
- Recognise and reproduce lower and upper case
letters
Segmenting and Blending
- Segment and blend CCVC / CVCC / CCVCC /
CCCVCC / CCVCCC words
Features of Electronic devices
- Identify
o
Drop down menus
o
Navigation bars and buttons
o
Hyperlinks to other websites
o
‘Back to top’ or ‘return to main page’ navigation tools
- Distinguish between apps, programs and websites
Phonics focus
Build and consolidate essential
‘body of knowledge’ of soundletter relationship, that shows
the systematic and predictable
relationship between the letters
of written language and the
sounds of spoken language
Build fluency and automaticity
of link between letters to
speech sounds to read and
spell words
Use a sequential phonics
based program or sequence of
teaching
Plan for frequent practice and
consolidation using daily
sessions of 25-30 minutes
using a multi-sensory approach
Functions of Electronic Features
- Recognise the connection between the movement of the mouse on
the screen to hand/finger movements
- Understand how to select items using the mouse (open apps,
websites and drop down menus)
- Use scrolling to move within a website, app and electronic device
- Consolidate knowledge of the connection between letters pressed
on the keyboard and appearance of letters on the screen
- Use shift key to type capital letters and symbols
(ACELA1450)
Suggested phonics sequence:
Orally segment, blend, delete and manipulate the 44 sounds(phonemes) to make words. Provide
opportunities to make and read words using games, play and repetitive/choral reading.
Term 1
Revise letter-sound connections learnt in PP.
o
Group 1 - s, a, t, p, i, n
o
Group 2 - m r, h, e, d, c
o
Group 3 - f, l, g, o, u, b
o
Group 4 - w, j, v, k, z, y, q, x
o
double letter graphemes (ff, ss, ll, pp, etc)
o
Consonant blends (bl, cl, mp, etc)
Term 2
Introduce: ck (kick), wh (what), ng (king), qu (queen), ch (chop), sh (ship), th (thin), th (that), ai (paid),
ee (bee), ea (sea), oa (boat), oo (food), oo (boots)
Term 3
Introduce ur/er/ir (her, nurse, bird), or/a (horse, all), ou/ow (cloud, flower), oi/oy (coin/boy); er
(teacher), y (fly)
Term 4
Introduce magic ‘e’ long vowel sounds (face, rice, flute, bone), ‘c’ (city), eer (deer), air (hair)
(ACELA1457) (ACELA1458)
Grammar &
Vocabulary
Comprehension
Reading Fluency &
Expression
Text Purpose
- Explore how text forms have different purposes
- Understand that the purpose shapes the structure of a text in
predictable ways
(ACELA1443) (ACELA1447)
Text Structures
- Identify the parts of a simple sentence using different
colours
(ACELA1451)
Vocabulary
- Increase knowledge of vocabulary for meaning making
- Formal and informal vocabulary tone
- Sight word knowledge and instant recognition
- Past and present tense morphemes
(ACELA1454) (ACELA1452)
Authors
- Discuss and extend knowledge of how authors create characters using
language and images
- Discuss: What is an author? What does an author write?
- Compare books by the same author (eg author focus)
- Express preference for a particular author with reasons (eg what is
your favourite author? What do you like about your favourite authors
work?).
(ACELT1581) (ACELT1583)
Text
- Compare images in different texts (e.g. How are they the same?
How are they different?)
- Discuss how images contribute to meaning and provide detail to
characters and events
- Discuss characters and events in a range of literary texts and
share personal responses to these texts, making connections with
students' own experiences
(ACELA1453) (ACELT1582) (ACELY1655) (ACELY1660)
Visual Comprehension
- Identify information about characters and events in images (facial
expressions, feelings etc.)
- Draw a pictorial response to texts as a way to comprehend the text
and connect it to personal experience
(ACELT1584)
Text Structures
- Discuss features of plot, character and setting in different types of
literature
- Explore some features of characters in different texts
- Identify patterns of repetition and contrast in simple texts
(repeating sentences e.g. ’Run, run as fast as you can’t catch me
I’m the Gingerbread man’)
- Describe differences between imaginative, informative and
persuasive texts
(ACELY1658) (ACELT1584) (ACELA1448)
Text Purpose
- Identify and discuss differences between familiar, imaginative,
informative and persuasive texts
(ACELA1447)
Develop Fluency and Expression
Provide daily opportunities to
Read aloud at their level (to a peer, teacher, small group or
parent helper) to develop fluency and intonation
Build and practice strategies for decoding unfamiliar
vocabulary
Note: listen to students reading aloud regularly (so that their
reading level can be adjusted in small increments as ability
develops)
Through the use of home readers students:
Practice decoding skills such as sounding out, looking for
patterns, looking for blends
Increase fluency
Practice phrasing
Begin to use intonation
(ACELY1659)
Year 1
Achievement Standard
Electronic texts
Concept of print - text
- Identify directionality of words/sentences
- Identify punctuation in texts (full stops, question marks, exclamation
marks
- Identify capital letters in text
- Identify sentences in text
- Identify different types of sentences in text (statements, questions,
commands)
Phonological Awareness Focus
Rhyme
- Use knowledge of onset and rime to create word families
- Listen to, recite and perform poems, chants, rhymes and songs
- Imitate and invent sound patterns including alliteration and rhyme
Phonological
Awareness
Term 4
Understanding, Content and Strategies
Print texts
Concepts of Print &
Screen
Term 3
Literary Retells
Purpose
- To record a literary retell
Structure
- Introduction (title, who and
where)
- Sequence main events
- Personal preference (what
they thought about the story
e.g. I liked this story because
. . .)
Features
- Links to opinion writing
- Use full sentences to retell
(written and/or verbal)
- Make connections to
personal experience
(ACELT1586) (ACELT1581)
Text Processing Strategies
Contextual, grammatical, semantic and phonic
knowledge
- Predict words based on initial sounds,
picture cues, and contextual clues
- Monitor meaning through rereading
- Use of illustrations, diagrams (sound and
movement in multimodal texts)
- Self-correction of errors through use
semantic and phonic knowledge
-
Identify language features and vocabulary used to describe
characters and events
Build descriptive words useful for describing characters and events
(eg building a character profile of the big bad wolf).
Subject specific vocabulary (use word walls)
Comprehension Skills
Build literal and inferred meaning about key
events, ideas and information in texts
- Connect information from texts to own
experience
- Locate key information – scanning
- Make inference about characters feelings
and motives
- Build knowledge of topic and new
vocabulary through ‘before’,’ during’ and
‘after’ reading discussions
- Predict the next event, story or purpose
of a text
- Retell a story or event
- Respond to a text
- Sequence a text
- Discuss information acquired while
reading
(ACELY1660) (ACELT1582) (ACELT1584)
(ACELY1660) (ACELA1787)
Research Skills
- Pose questions before reading
- Select suitable research material
through the blurb, title and
illustrations to determine pertinence
and usefulness to research topic
- Record information gleaned from
texts in the form of lists, brainstorms
or labeled pictures.
(ACELA1450) (ACELA1453)
Goals
Reading Recovery Leveled Texts
Expected minimum home reading level at the end of Year 1: Reading level 12
In order to achieve the standard required at each reading level, the student must demonstrate
the following with confidence:
- Large bank of automatic and fluent high frequency sight words including CVC words
- A bank of strategies to decode unfamiliar words
- Begin to use expression to increase understanding and provide audience interest
- Able to comprehend literal and inferred meaning with confidence
(ACELY1659)
Reading and Viewing
By the end of Year 1,
students understand the different
purposes of texts. They make
connections to personal
experience when explaining
characters and main events in
short texts. They identify 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.
Receptive modes (listening,
reading and viewing)
By the end of Year 1, students
understand the different purposes
of texts. They make connections
to personal experience when
explaining characters and main
events in short texts. They identify
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. They listen to
others when taking part in
conversations, using appropriate
language features. They listen for
and reproduce letter patterns and
letter clusters.
Australian Curriculum – English
Content Map: Writing
Elements
Understandings
(discussion based)
Writing Year 1
Text Processes
Text Creation
Modelling
Joint Construction
Application
Grammar
Handwriting
Spelling
Punctuation &
Editing
Term 2
Term 3
Term 4
Understandings, Content & Strategies
-
Text Creation
Term 1
Understand that written language of
texts is specific to the text type and
different from spoken language
(ACELA1447)
-
Provide reasons why people write
Discuss the purpose and audience of a
range of text forms
Draw attention to the link between the
purpose of a text and the structure of
the texts (ACELA1447)
-
Draw attention to the different ways
Talk about how people and ideas are
Discuss the differences between
Draw attention to devices authors and
characters and events are represented
represented in informational or
imaginative, informative and persuasive
illustrators use to enhance the text and
in imaginative texts
persuasive texts
texts (ACELY1658)
express emotion or opinion, such as
different mediums used by illustrators, how
Identify ways in which imaginative texts Describe the features of informative
the illustration makes you feel, POV of the
are organized (including page
and persuasive texts (ACELA1450)
image (eg close up, far away) print size and
numbers, title, author, illustrator, blurb
colour. (ACELT1584) (ACELY1661)
on back page and type of illustrations
(ACELY1664)
used) (ACELA1450)
(ACELT1584) (ACELT1581)
Drafting
Editing
Publishing
- Teach how to write simple narrative, informative and persuasive
- Provide opportunities to re-read jointly
- Share writing with buddies, parents, peers, small groups in verbal
texts
constructed, own and peer texts and
or written form.
discuss possible changes to improve
- Provide ample opportunities to practice prior to independent writing
- Provide opportunities to publish in a variety of ways including
meaning, spelling and punctuation
(ie joint planning and construction of text types)
digital texts (electronic story books)
(ACELY1662)
(ACELY1661)
(ACELY1661) (ACELT1586)
Planning
- Identify and state the purpose and audience of own writing. Discuss the ideas that need
to be included
- Provide opportunities to ‘talk’ about the text to be created prior to writing
- Explicitly teach how to plan and write simple narrative, informative and persuasive texts
using graphic organisers
(ACELA1447) (ACELY1661)
Imaginative
Informative
Persuasive
Narrative
Poetry
Recount
Recount
Instructional
Report
Advertisement
Simple narratives
Acrostic poems
Personal recounts
Letters
Procedures
Simple Reports
Posters
Purpose
Purpose
Collaborative approach after the
Purpose
Purpose
Purpose
Purpose
construction of recipe or craft
- To entertain or inform the readers
- To show what you know about
- To describe and classify information
- To present a
- To convey information from one
- To provide information about what
Purpose
Structure
the topic/person/character
Structure
pictorial message
party to another
happened, when it happened, where
Structure
in order to
- To create a series of repeatable
- Beginning
- Information about one thing
Structure
it happened and who was involved
steps, that when undertaken in the
influence others
presented clearly
- Name of person, place or thing
- Middle
- Greeting
Structure
described sequence produce the
Structure
written vertically down a page
- 2 or more connecting sentences
- End
- Message to include questions and
- Orientation (who, when, where, what
desired product
- Illustration
- Single adjective using the
about one topic
Features
sharing information
and why)
Structure
letters of noun (e.g.
- Short message
- Include images
- Characters
- From (Sign Off)
- 2 or more events
- Title
o
Pink
Features
- Include labeled diagrams
- Character descriptions (eg can be
Features
- Conclusion
o
Incredible
- Materials/ingredients
- To share
Features
based on images, props or prompts)
- Purpose for letter writing
o
Greedy)
information
- Method
Features
- Factual information
- Character development through
- Demonstrate different types of
Features
Features
- Encourage people
stories and images
- Present tense
- Time language – first, then, next,
sentences (statements and
- Nouns
- Each step in the method starts with
to do something –
- Emerging use of descriptive
- Classification, description, location
last
questions)
a verb
keep our school
- Adjectives connect to the noun
adjectives
questions used to focus students
st person
Written
in
1
- Audience to determine formality
written on the vertical plane
clean etc.
- Use images to illustrate steps and
(ACELY1661) (ACELT1586)
thoughts
- Past tense
(adult or peer)
(ACELA1448) (ACELT1585)
(ACELY1661)
final product
(ACELA1453) (ACELT1581)
(ACELA1447) (ACELY1661)
- School based events
(ACELY1664)
- Responding to letters received
- Title matches instructions
(ACELT1584) (ACELA1447)
(ACELY1661) (ACELA1447)
(ACELA1447) (ACELY1661)(ACELA1453)
(ACELA1446)
Sentence Structure
Types of Sentences
Expanding
Parts of Speech
Morphemes
Nouns
Adjectives (qualities)
- Discuss sentences by prompting with questions: What is a sentence? What
- Increase awareness of different Sentences
- Explore past and present
makes a proper sentence? What does a sentence need? Does this
types of sentences (eg
tense using morphemes
- Use adjectives
- Define nouns
- Define adjectives
sentence make sense?
commands, questions,
and adverbs to
‘ed’ and ‘ing’
- Locate nouns in texts
- Locate adjectives in texts
statements, expressions of
expand
- Explicitly teach the use of syntax (rules of sentence structure) in context
- Recognise and use
- Catergorise different types of nouns
- Catergorise different types of adjectives (size, colour,
emotions)
sentences
morphemes to create word
(people, places, things)
texture, feelings)
- Identify the parts of a simple sentence that represent ‘What’s happening?’,
(ACELA1451)
- Explore the features of a
families for example ‘play’
‘What state is being described?’, ‘Who or what is involved?’ and the
- Understand that adjectives provide details about
sentence that determine the
in ‘played’ and ‘playing’
surrounding circumstances
Pronouns
nouns
type of sentence through word
- Explore plurals using
- Demonstrate and use appropriate alternatives to lengthy ‘run on’ sentences
- Define pronouns
choice and punctuation
morphemes ‘s’ and ‘es’
(such as the removal of ‘and’ , replacing it with two or more sentences)
Adverbs (details of circumstance)
- Locate pronouns in texts
(ACELA1451) (ACELA1449)
(ACELA1455)
- Model how to create a complex sentence from a simple sentence
- Locate adverbs in texts
(ACELY1661)
(ACELA1451) (ACELA1449) (ACELY1661)
Verbs (happenings and states)
- Understand that adverbs provide details about when,
- Define verbs
where and how things happen (verbs)
(ACELA1452)
- Locate verbs in texts
Write legibly using correct letter formation, sizing and acceptable pencil grip. Use Recognise the names of the
- Teach each letter explicitly and continue until students are fluent, legible and rapid.
unjoined upper case and lower case letters. (ACELY1663)
alphabet. (ACELA1458)
- Teach appropriate pencil grip and accurate letter formation and sizing. Use aids as necessary (dotted thirds, tri-pencils, pencil grips). (ACELY1663)
Word Families
Revise initial sound-letter matches for each
Develop knowledge of common and
Spell CVC and VC words using sound-letter
Build phonological awareness skills to spell
Fluently spell an increasing bank of sight
letter of the alphabet.
acceptable letter combinations, letter
matches
unfamiliar words through syllabification and
words. Use weekly spelling lists targeted to
- Create CVC word families to encourage rhyming
Record each sound fluently as it is dictated
sequences and the use of certain letters
(ACELA1778)
segmentation. (ACELA1457) (ACELA1778)
individual student levels.
ability and onset and rime knowledge
to them.
such as vowels. (ACELA1458)
(ACELA1459)
Suggested word families
(ACELA1458)
o
ash
o
all
o
ish
o
ing
o
uck
o
eep
o
ail
(ACELT1585)
Punctuation
Editing
- Identify punctuation features of sentences such as, every sentence begins with a capital letter and ends with one form of punctuation (eg full stop, exclamation mark).
- Reread student's own texts and discuss possible changes to improve punctuation
- 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
- Write corrections to selected teacher identified errors (usually common sight
words, CVC, VC, and then increasing to CCVC and CVCC words.
- Write simple sentences using correct punctuation.
(ACELY1662)
(ACELA1449) (ACELY1661)
Year 1
Achievement Standard
Writing
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.
Productive modes (speaking,
writing and creating)
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.
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.
Australian Curriculum – English
Content Map: Speaking & Listening
Elements
Speaking & Listening Year 1
Interaction Skills
Communication
(Understanding)
Presentation Skills
Term 1
Term 2
Term 3
Term 4
Understandings, Content & Strategies
Responding to Others
- Respond to others in formal
and informal situations
- Practice asking for help,
making offers, giving
compliments and instructions
- Listen for a specific purpose
- Follow 1 or 2 simple
instructions
(ACELA1446) (ACELY1788)
(ACELY1656) (ACELY1657)
Setting
- Explore formal and
informal language
use
(ACELA1454)
Facial Expressions and
Feelings
- Explore how facial
expressions and gestures
combine to create
communication
- Mime various expressions
for students to identify
- Explore ways of
expressing emotions
through visual, verbal,
body language and facial
expressions
(ACELA1444) (ACELA1446)
(ACELA1787)
Body Movement and Language
Through role modelling and opportunities to practice, students develop an understanding of the different roles in speaking
and listening. They begin to engage in active listening.
Listener
Posture
- showing interest
- hands and body still and positioned facing the speaker
Gestures
- use appropriate and agreed upon gestures to show understanding (eg nodding head to show understanding),
confusion and how they feel about the topic of discussion
Speaker
Posture
- Maintain eye contact with the audience (not just the teacher)
- Keep body as still as possible (movement to be kept to a minimum)
- Upright and open posture
Gestures
- Students will use natural hand gestures to communicate
Understanding Body Language
- Draw attention to the body language of the listener
(ACELA1444) (ACELA1446) (ACELY1788)
Year 1
Achievement Standard
Vocal Skills
Listener
- No interrupting when speaker is talking
- Respond to others through appropriate
comments and questions
- Take turns in discussions
- Recognise the contribution of others
Speaker
- Clear pronunciation of words and sounds
- Speak in clear sentences
(ACELY1656) (ACELY1788)
Understand that people communicate using different systems to cater for different needs and purposes (i.e. Braille, Aslan, Com-pic etc.)
Explore language differences between home and school (ACELA1443)
Explore how signs and symbols are used for communication in school or the community (eg traffic signs, picture cues, communication/story boards). (ACELA1443)
Oral Presentations
Oral Discussion
Performance – Role Playing
Performances – Narrative based
As part of everyday classroom use
Purpose
- Events Based News: recounting an event in sequence
- Puppet Shows
Purpose
- To engage other players in a role play
- Object Based News: speaking about an object brought in and describing it
- Plays
- To engage in dialogue about a particular topic in order to define and
scenario
(type of object, parts of the object, use of the object, location of object)
- Story re-enactments
redefine knowledge
Features
- Share a book report about a favourite text
Purpose
Structure
- Varying volume, tone and intonation whilst
Purpose
- To engage an audience
- Provocation (what is being discussed)
staying in character
- To share events, knowledge and stories for the benefit of their peers
- To tell an oral story
- Turn taking
- Mimic the actions of society roles and norms.
Structure
Structure
- Teacher facilitated
- Greeting
- Orientation
(ACELA1787) (ACELA1446) (ACELA1444)
Features
- Opening statement
- Complication
- Share feeling and thoughts
- Details
- Resolution
- Respond to texts (favourite stories, etc.)
- Thank you
Features
- Comment on people and places beyond immediate experience
Features
- Vary volume, tone and intonation reflecting purpose
- Share illustrations
- Emerging full sentence structure
and understanding of character
- Practice and extend vocabulary
- Begin to sequence content for an intended purpose
- Use body position and gestures to engage with the
audience
- Respond to provocations and to others
- Begin to use props and images to assist in oral presentation
(ACELT1586) (ACELA1446) (ACELA1444)
(ACELY1655) (ACELA1444) (ACELY1657) (ACELY1656) (ACELY1788)
- Begin to ask questions
(ACELA1787) (ACELT1582)
- Able to answer questions (encourage full sentence responses)
(ACELA1443) (ACELT1583) (ACELY1656) (ACELT1581) (ACELY1658)
Speaking and Listening
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.
Receptive modes (listening, reading
and viewing)
By the end of Year 1, students make
connections to personal experience
when explaining characters and main
events in short texts. They recall key
ideas and recognise literal and implied
meaning in texts. They listen to others
when taking part in conversations,
using appropriate language features.
Productive modes (speaking, writing
and creating)
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 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.
Australian Curriculum – English
Links with other Curriculum Areas
Term 1
Term 2
Term 3
Year 1
Term 4
GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES
General
Capabilities
Literacy LIT
Numeracy NUM
ICT Competence ICT
Critical and Creative
Thinking CCT
Ethical Behaviour ETH
Personal and
Social
Competence P&S
Intercultural Understanding
ICU
Cross-Curriculum
Priorities
Aboriginal & Torres
Strait Islander histories
& cultures ATSI
Asia & Australia’s
engagement with Asia ASIA
Sustainability
SUS
ENGLISH
Language
Literature
Literacy
Understand that people use different systems
of communication to cater to different needs
and purposes and that many people may use
sign systems to communicate with others
(ACELA1443) ICU, CCT, P&S, ATSI, ASIA
Identify the parts of a simple sentence that
represent ‘What’s happening?’, ‘What state is
being described?’, ‘Who or what is involved?’
and the surrounding circumstances
(ACELA1451)
Understand that language is used in
Understand that there are different
Explore different ways of
Understand that the
Understand patterns of
Recognise that different types of punctuation, including
Understand concepts about print and screen, including
combination with other means of
ways of asking for information,
expressing emotions, including
purposes texts serve
repetition and contrast in
full stops, question marks and exclamation marks, signal
how different types of texts are organised using page
communication, for example facial
making offers and giving
verbal, visual, body language
shape their structure in
simple texts
sentences that make statements, ask questions, express
numbering, tables of content, headings and titles,
expressions and gestures to interact with
commands (ACELA1446) P&S,
and facial expressions
predictable ways
(ACELA1448) CCT
emotion or give commands (ACELA1449)
navigation buttons, bars and links (ACELA1450) ICT,
others (ACELA1444) ICU P&S
CCT
(ACELA1787) ICU, P&S
(ACELA1447) CCT, SUS
NUM
Explore differences in words that represent
Compare different kinds of images
Understand the use of vocabulary in
Know that regular one-syllable words are
Recognise and know how
Manipulate sounds in
Recognise sound—
Understand the
people, places and things (nouns, including
in narrative and informative texts
everyday contexts as well as a growing
made up of letters and common letter
to use morphemes in word
spoken words including
letter matches including
variability of sound —
pronouns), happenings and states (verbs),
and discuss how they contribute to
number of school contexts, including
clusters that correspond to the sounds
families for example ‘play’
phoneme deletion and
common vowel and consonant
letter matches
qualities (adjectives) and details such as
meaning (ACELA1453) CCT, SUS
appropriate use of formal and informal terms heard, and how to use visual memory to
in ‘played’ and ‘playing’
substitution (ACELA1457)
digraphs and consonant blends
(ACELA1459)
when, where and how (adverbs)
of address in different contexts
write high-frequency words (ACELA1778)
(ACELA1455)
(ACELA1458)
(ACELA1452)
(ACELA1454) P&S
Discuss how authors create characters using language
Discuss characters and events in a range of literary texts and
Express preferences for specific
Discuss features of plot, character and setting in different types Listen to, recite and perform poems, chants, rhymes and
Recreate texts imaginatively using drawing, writing,
and images (ACELT1581) ICU CCT ATSI, ASIA
share personal responses to these texts, making connections with texts and authors and listen to the
of literature and explore some features of characters in
songs, imitating and inventing sound patterns including
performance and digital forms of communication
students' own experiences (ACELT1582) P&S CCT
opinions of others (ACELT1583)
different texts (ACELT1584) CCT
alliteration and rhyme (ACELT1585) ICU, ATSI, ASIA
(ACELT1586) ICT, CCT, ATSI, ASIA
CCT
Respond to texts
Engage in conversations and
Use interaction skills including
Make short presentations
Describe some
Read supportive texts using developing
Use comprehension strategies to build
Create short imaginative and
Reread student's own
Write using
Construct texts that
drawn from a range of discussions, using active
turn-taking, recognising the
using some introduced text differences between
phrasing, fluency, contextual, semantic,
literal and inferred meaning about key
informative texts that show emerging
texts and discuss
unjoined lower
incorporate supporting
cultures and
listening behaviours, showing
contributions of others, speaking
structures and language, for imaginative
grammatical and phonic knowledge and events, ideas and information in texts
use of appropriate text structure,
possible changes to
case and upper
images using software
experiences
interest, and contributing
clearly and using appropriate
example opening
informative and
emerging text processing strategies, for
that they listen to, view and read by
sentence-level grammar, word choice, improve meaning,
case letters
including word
(ACELY1655) ICU,
ideas, information and
volume and pace (ACELY1788),
statements (ACELY1657)
persuasive texts
example prediction, monitoring meaning drawing on growing knowledge of
spelling, punctuation and appropriate
spelling and
(ACELY1663)
processing programs
P&S, CCT, ATSI,
questions (ACELY1656) ICT,
P&S
P&S
(ACELY1658) CCT
and rereading (ACELY1659) CCT
context, text structures and language
multimodal elements, for example
punctuation
(ACELY1664)ICT
ASIA
P&S, CCT
features (ACELY1660) P&S, ICT, CCT
illustrations and diagrams
(ACELY1662)
(ACELY1661) CCT
MATHEMATICS
Proficiency
Strands
Number & Algebra
Measurement &
Geometry
Statistics &
Probability
Understanding
Fluency
Problem Solving
Reasoning
includes connecting names, numerals and quantities, and
includes counting number in sequences readily forward and backwards,
includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using
includes explaining direct and indirect comparisons of length using uniform informal units,
partitioning numbers in various ways
locating numbers on a line, and naming the days of the week
familiar counting sequences to solve unfamiliar problems and discusing the reasonableness of the answer
justifying representations of data, and explaining patterns that have been created
Develop confidence with number sequences to Recognise, model, read, write and order
Count collections to 100 by partitioning
Represent and solve simple addition and
Recognise and describe one-half as one of two Recognise, describe and order Australian
Investigate and describe number patterns
and from 100 by ones from any starting point.
numbers to at least 100. Locate these numbers numbers using place value (ACMNA014) LIT,
subtraction problems using a range of
equal parts of a whole. (ACMNA016) LIT, CCT
coins according to their value (ACMNA017)
formed by skip counting and patterns with
Skip count by twos, fives and tens starting
on a number line (ACMNA013) LIT CCT
CCT
strategies including counting on, partitioning
LIT, ICU, ASIA
objects (ACMNA018) CCT
from zero (ACMNA012) LIT, ICU ASIA
and rearranging parts (ACMNA015) LIT, CCT
Measure and compare the lengths and capacities of pairs of
Tell time to the half-hour (ACMMG020) LIT
Describe duration using months, weeks, days and hours
Recognise and classify familiar two-dimensional shapes and threeGive and follow directions to familiar locations (ACMMG023) LIT,
objects using uniform informal units (ACMMG019) LIT
(ACMMG021) LIT P&S
dimensional objects using obvious features (ACMMG022) CCT
CCT
Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will
Choose simple questions and gather responses (ACMSP262) LIT
Represent data with objects and drawings where one object or drawing represents one data value. Describe the
happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) LIT, CCT
displays (ACMSP263) LIT, CCT
SCIENCE
Science
Understanding
Science as a
human endeavour
Science Inquiry
Skills
Living things have a variety of external features (ACSSU017) LIT,
NUM
Living things live in different places where their needs are met
(ACSSU211) LIT, CCT, SUS
Everyday materials can be physically changed in a variety of ways
(ACSSU018) LIT, CCT
Science involves asking questions about, and describing changes in, objects and events (ACSHE021) LIT, P&S, CCT SUS
Respond to and pose questions, and
make predictions about familiar objects
and events (ACSIS024) LIT, P&S, CCT
Participate in different types of guided investigations to explore and
answer questions, such as manipulating materials, testing ideas, and
accessing information sources (ACSIS025) LIT, NUM, CCT, P&S
Observable changes occur in the sky and landscape (ACSSU019)
LIT, CCT, NUM, SUS
Light and sound are produced by a range of sources and can be
sensed (ACSSU020) CCT
People use science in their daily lives, including when caring for their environment and living things (ACSHE022) ETH, P&S, ATSI, SUS
Use informal measurements in the collection and
recording of observations, with the assistance of digital
technologies as appropriate (ACSIS026) NUM, ICT, P&S
Use a range of methods to sort information,
including drawings and provided tables
(ACSIS027) LIT, NUM, CCT
Through discussion, compare
observations with predictions
(ACSIS212) LIT, P&S, CCT
Compare observations with
those of others (ACSIS213)
LIT, CCT, P&S
Represent and communicate observations and ideas in
a variety of ways such as oral and written language,
drawing and role play (ACSIS029) LIT, CCT, P&S
HISTORY
Key Inquiry
Questions
Historical
Knowledge &
Understanding
Historical Skills
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?
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
LIT, CCT, P&S, ICU, ATSI
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) LIT, NUM, P&S, ICU, ATSI, ASIA
Differences and similarities between students' daily lives and life during their parents’ and
grandparents’ childhoods, including family traditions, leisure time and communications.
(ACHHK030) LIT, CCT, P&S
Sequence familiar objects and events
(ACHHS031) LIT, NUM, P&S
Distinguish between the past, present
and future (ACHHS032)LIT, NUM, CCT
Pose questions about the past using
sources provided (ACHHS033) LIT,
CCT, P&S
Explore a range of sources about the
past (ACHHS034) LIT, CCT
Identify and compare features of objects
from the past and present (ACHHS035)
LIT, CCT
Explore a point of view
(ACHHS036)LIT, NUM, CCT, P&S
Develop a narrative about the past.
(ACHHS037) LIT, P&S
Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies (ACHHS038) LIT, ICT
Australian Curriculum – English
Links with other Curriculum Areas (Continued):
Term 1
Term 2
Term 3
Year 1
Term 4
GEOGRAPHY
What are the different features of places?
How can we care for places?
How can spaces within a place be rearranged to suit
different purposes?
Inquiry Questions
Geographical
Knowledge &
Understanding
Geographical Skills
The natural, managed and constructed features of places, their location, how they
change and how they can be cared for (ACHGK005) LIT, NUM,CCT, ATSI, SUS
Pose questions about familiar and
unfamiliar places (ACHGS007) LIT,
CCT
The weather and seasons of places and the ways in which different cultural groups,
including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)
LIT, NUM, CCT, ATSI
Collect and record geographical data and information, for
example, by observing, by interviewing, or from sources such
as photographs, plans, satellite images, story books and films
(ACHGS008) LIT, ICT, CCT, ATSI
Represent data and the location of places and
their features by constructing tables, plans and
labelled maps (ACHGS009) LIT, NUM, CCT
Place (personal & local scale)
Space (personal & local scale)
Environment (personal & local scale)
Key Concepts
The ways the activities located in a place create its distinctive features (ACHGK007)
LIT, CCT
Draw conclusions based on the interpretation of
geographical information sorted into categories (ACHGS010)
LIT, CCT
The ways that space within places, such as classroom or backyard, can be
rearranged to suit different activities or purposes (ACHGK008) LIT, NUM, CCT, P&S
Present findings in a range of communication forms, for example, written,
oral, digital and visual, and describe the direction and location of places,
using terms such as north, south, opposite, near, far (ACHGS011) LIT,
NUM, ICT, CCT
Reflect on their learning and suggest
responses to their findings (ACHGS012)
LIT, CCT, P&S, SUS
THE ARTS
Dance
Explore, improvise and organise ideas to make dance sequences using the elements of
dance (ACADAM001) LIT, NUM, CCT, P&S, ATSI, ASIA, SUS
Use fundamental movement skills to develop technical skills when
practising dance sequences (ACADAM002) LIT, NUM, CCT, P&S
Drama
Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027) LIT, ICT, CCT, P&S, SUS
Use voice, facial expression, movement and space to imagine and
establish role and situation (ACADRM028) LIT, NUM, CCT, P&S, SUS
Music
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice,
movement and body percussion (ACAMUM080) LIT, NUM, ICT, CCT
Media Arts
Explore ideas, characters and settings in the community through stories in images, sounds
and text (ACAMAM054) ICT, NUM, CCT, ICU, ATSI, ASIA, SUS
Sing and play instruments to improvise, practise a repertoire of chants,
songs and rhymes, including songs used by cultural groups in the
community (ACAMUM081) LIT, ICT, CCT, ICU, ATSI, ASIA, SUS
Use media technologies to capture and edit images, sounds and text
for a purpose (ACAMAM055) LIT, ICT, CCT, SUS
Explore ideas, experiences, observations and imagination to create visual artworks and
design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106) LIT, NUM, ICT, CCT, ICU, ATSI, ASIA, SUS
Use and experiment with different materials, techniques, technologies
and processes to make artworks (ACAVAM107) LIT, NUM, IC, CCT,
P&S, ASIA, SUS
Visual Arts
Present dance that communicate ideas to an audience, including dance
used by cultural groups in the community (ACADAM003) NUM, CCT,
P&S, ATSI, ASIA, SUS
Present drama that communicates ideas, including stories from their
community, to an audience (ACADRM029) LIT, ICT, CCT, P&S, ICU,
ATSI, ASIA, SUS
Create compositions and perform music to communicate ideas to an
audience (ACAMUM082) LIT, NUM, ICT, CCT, P&S
Create and present media artworks that communicate ideas and stories to
an audience (ACAMAM056) LIT, NUM, ICT, CCT, P&S, ICU, ASIA, SUS
Create and display artworks to communicate ideas to an audience
(ACAVAM108) LIT, CCT, P&S, ATSI, ASIA
Respond to dance and consider where and why people dance, starting with dances from Australia
including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004) NUM, CCT, P&S,
ICU, ATSI, ASIA, SUS
Respond to drama and consider where and why people make drama, starting with Australian drama
including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030) LIT, NUM, CCT, P&S,
ICU, ATSI, ASIA, SUS
Respond to music and consider where and why people make music, starting with Australian music,
including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083) LIT, NUM, CCT, P&S,
ICU, ATSI, ASIA, SUS
Respond to media artworks and consider where and why people make media artworks, starting with
media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples
(ACAMAR057) LIT, NUM, CCT, ICT, P&S, ICU, ATSI, ASIA, SUS
Respond to visual artworks and consider where and why people make visual artworks, starting with
visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander
Peoples (ACAVAR109) LIT, NUM, CCT, P&S, ICU, ATSI, ASIA, SUS
TECHNOLOGIES
Design &
Technologies
Digital Technologies
Knowledge &
Understanding
Knowledge &
Understanding
Identify how people design and produce
familiar products, services and
environments and consider
sustainability to meet personal and local
community needs (ACTDEK001) LIT,
ICT, CCT, P&S, ETH, ICU, SUS
Explore how technologies
use forces to create
movement in products
(ACTDEK002) LIT, NUM,
CCT, ATSI, ASIA
Identify, use and explore digital systems
(hardware and software components)
for a purpose (ACTDIK001) LIT, NUM,
CCT
Identify, use and explore
digital systems (hardware
and software components)
for a purpose (ACTDIK001)
LIT, NUM, ICT, CCT
Explore how plants and
animals are grown for food,
clothing and shelter and
how food is selected and
prepared for healthy eating
(ACTDEK003) LIT, CCT
Processes & Skills
Explore the characteristics
and properties of materials
and components that are
used to produce designed
solutions (ACTDEK004)
NUM, ICT
Collect, explore and sort
data, and use digital
systems to present the data
creatively (ACTDIP003) LIT,
NUM, ICT, CCT, P&S
Processes & Skills
Follow, describe and
represent a sequence of
steps and decisions
(algorithms) needed to solve
simple problems
(ACTDIP004) NUM, ICT
Explore needs or opportunities
for designing, and the
technologies needed to realise
designed solutions
(ACTDEP005) LIT, NUM, CCT,
P&S, ETH, SUS
Visualise, generate,
develop and
communicate design
ideas through describing,
drawing and modelling
(ACTDEP006) NUM
Use materials, components,
tools, equipment and
techniques to safely make
designed solutions
(ACTDEP007) LIT, NUM,
ICT, CCT, ETH, SUS
Explore how people safely use
common information systems to
meet information,
communication and recreation
needs (ACTDIP005) ICT, CCT,
P&S
Work with others to create and organise ideas and
information using information systems, and share these
with known people in safe online environments
(ACTDIP006) LIT, ICT, CCT, P&S, ETH, ICU, ATSI,
ASIA
Use personal preferences to
evaluate the success of
design ideas, processes and
solutions including their care
for environment
(ACTDEP008) LIT, NUM, ICT,
CCT, ETH, SUS
Sequence steps for
making designed solutions
and working collaboratively
(ACTDEP009) LIT, NUM,
ICT, CCT, P&S, ETH, SUS
HEALTH & PHYSICAL EDUCATION
Personal, Social &
Community Health
Movement & Physical
Activity
Describe their own
strengths and achievements
and those of others, and
identify how these
contribute to personal
identities (ACPPS015) LIT,
CCT, P&S
Perform fundamental
movement skills in different
movement situations
(ACPMP025) LIT, NUM,
CCT, P&S
Describe physical and social
changes that occur as children
grow older and discuss how
family and community
acknowledge these (ACPPS016)
LIT, NUM, CCT, P&S, ICU
Practise strategies they can
use when they need help with
a task, problem or situation
(ACPPS017) LIT, NUM, CCT,
P&S
Recognise situations and
opportunities to promote
health, safety and wellbeing
(ACPPS018) LIT, CCT, P&S
Describe ways to include others to
make them feel that they belong
(ACPPS019) LIT, CCT, P&S, ETH
Identify and practise
emotional responses that
account for own and others’
feelings (ACPPS020) LIT,
CCT, P&S, ETH, ATSI
Examine health messages and how
they relate to health decisions and
behaviours (ACPPS021) LIT, CCT,
P&S
Explore actions that help
make the classroom a
healthy, safe and active
place (ACPPS022) LIT,
CCT, P&S, SUS
Construct and perform
imaginative and original
movement sequences in
response to stimuli (ACPMP026)
NUM, CCT, P&S
Create and participate in
games (ACPMP027) LIT,
NUM, CCT, P&S
Discuss the body’s reactions
to participating in physical
activities (ACPMP028) LIT,
NUM, CCT, P&S
Incorporate elements of effort,
space, time, objects and people in
performing simple movement
sequences (ACPMP029) LIT,
NUM, CCT
Use strategies to work in
group situations when
participating in physical
activities (ACPMP030) LIT,
CCT, P&S
Propose a range of alternatives and
test their effectiveness when solving
movement challenges (ACPMP031)
LIT, CCT, P&S
Identify rules and play fairly
when participating in
physical activities
(ACPMP032) LIT, CCT,
P&S, ETH
Identify and explore
natural and built
environments in the local
community where
physical activity can take
place (ACPPS023) LIT,
CCT
Recognise similarities and differences
in individuals and groups, and explore
how these are celebrated and
respected (ACPPS024) LIT, CCT, SUS
LANGUAGES - LOTE – INDONESIAN
Communicating
Understanding
Participate in structured
Participate in guided group
play and class activities,
activities such as games,
exchanging with peers
songs and simple tasks, using
and teacher greetings and
movement, gesture and
information about self,
pictures to support meaning
family and interests
[Key concept: play; Key
[Key concepts: self,
processes: singing, chanting,
family; Key processes:
drawing]
playing, imitating]
(ACLINC002)
(ACLINC001)
Reproduce the sound and spelling of the vowels and the
letters c (ch) and trilled r, and recognise that Indonesian is
written using the Roman alphabet
[Key concept: pronunciation; Key processes: reading aloud,
mimicking]
(ACLINU012)
Participate with teacher and
peers in class routines and
activities, including following
instructions and taking turns
[Key concepts: routine,
sharing; Key processes:
shared reading, following
instructions]
(ACLINC003)
Locate specific words and
familiar phrases in texts such
as charts, lists and songs, and
use information to complete
guided oral and written tasks
[Key concepts: literacy,
numeracy; Key processes:
selecting, sorting, matching]
(ACLINC004)
Recognise questions, commands and simple subject-focus
sentences, and develop vocabulary for people, places and
things in their personal world
[Key concepts: possession, word order; Key processes: naming,
noticing patterns]
(ACLINU013)
Give factual information
Participate in shared reading
about self, family and
and play-acting, and respond
significant objects using
through singing, chanting,
labels, captions and
action and movement
descriptions
[Key concepts: character,
[Key concepts: self,
story; Key processes: playing,
favourite; Key
choral reading; Key text types:
processes: describing,
fairy tale, fable, comic,
showing]
cartoon, song, rhyme]
(ACLINC005)
(ACLINC006)
Understand that language is organised as ‘text’, and
recognise features of texts such as songs, chants, labels
and captions
[Key concept: text; Key processes: recognising, identifying]
(ACLINU014)
Use familiar words, phrases and
patterns to create captions and
participate in shared
performances and games
[Key concept: performance; Key
processes: performing, singing,
dancing; Key text types: chant,
song, poster, puppet show]
(ACLINC007)
Translate familiar words
and phrases, using visual
cues and word lists,
noticing how words may
have similar or different
meanings
[Key concepts: similarity,
difference; Key process:
noticing]
(ACLINC008)
Recognise that ways of greeting and addressing others may
change according to cultural norms
[Key concepts: appropriateness, respect; Key processes:
noticing, selecting]
(ACLINU015)
Create captions, labels and
statements for the immediate
learning environment in both
Indonesian and English
[Key concepts: etiquette,
respect, equivalence; Key
processes: labelling,
displaying]
(ACLINC009)
Develop awareness that
Indonesian and English
borrow from each other.
[Key concept: borrowing; Key
process: observing]
(ACLINU016)
Notice what may look or
Describe aspects of self
feel similar or different to
such as family,
own language and culture
school/class, gender
when interacting in
and language/s, noticing
Indonesian
how these are part of
[Key concepts:
one’s identity
communication, respect;
[Key concept: self; Key
Key processes: noticing,
processes: describing,
comparing]
noticing]
(ACLINC010)
(ACLINC011)
Notice that the languages people use and the way they
use them relate to who they are and where and how
they live.
[Key concepts: norm, culture; Key process: making
connections]
(ACLINU017)