JOHN CALVIN SCHOOLS
AUSTRALIAN CURRICULUM – ENGLISH: Foundation – Year 6
5. ACHIEVEMENT STANDARDS
Listening and Speaking:
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
 Speak clearly in informal
group and whole class
settings
 create short spoken texts
for a small range of
purposes
 create spoken texts,
drawing on their own
experiences, their
imagination and ideas they
have learned
 create a range of texts for
familiar and unfamiliar
audiences
 create structured spoken
texts that explain ideas for
different audiences.
 create a variety of
sequenced spoken texts
for different purposes and
audiences.
 create detailed and
cohesive spoken texts for a
range of purposes and
audiences
 listen to others in a familiar
environment
 listen to others to take part
in conversations.
 listen for particular
purposes
 listen to others’ views and
respond appropriately
 participate in discussions,
taking take other points of
view into account
 listen and contribute to
discussions, clarifying
content and challenging
ideas
 use appropriate language
to respond to others in a
familiar environment.
 Interact in pair, group and
class discussions taking
turns when responding
 use a variety of strategies
to engage in group and
class discussions and
presentations
 participate in discussions,
asking questions, providing
useful feedback and
identifying key ideas
 listen for key points in
discussions
 contribute to class and
group discussions,
understanding that
language varies according
to context
 retell events and
experiences with peers and
known adults
 make short presentations
of a few connected
sentences on familiar and
learned topics
 Make simple presentations
about familiar topics or
topics of personal interest.
 make presentations using
language features to
sequence and link ideas
 make presentations and
contribute actively to class
and group discussions
 make presentations,
varying language
according to context.
 make presentations using
a variety of strategies for
emphasis
 listen for, identify and use
rhyme, letter patterns and
sounds in words
 listen for and reproduce
letter patterns and letter
clusters
 listen for and manipulate
sound combinations and
rhythmic sound patterns
 use detailed sentences to
connect ideas
 use complex sentences to
extend ideas
 explain how their choices
of language features and
images were used
 use everyday language
and topic-specific words
when discussing ideas and
experiences
 Make connections between
texts and their personal
experience.
 understand how characters
in texts are developed
 use other texts as
comparisons
 identify and describe likes
and dislikes about familiar
texts, objects, characters
and events.
 give reasons for personal
preferences
 explain their preferences
for aspects of texts
 understand how particular
language features and
language patterns are used
for effect
 understand how language
can be used to express
feelings and opinions on
topics
 express preferences for
particular texts, and
respond to others’
viewpoints
 develop and explain a point
of view about a text by
selecting information, ideas
and images from a range
of resources
 show how specific details
can be used to support a
point of view
Continued…
9
JOHN CALVIN SCHOOLS
AUSTRALIAN CURRICULUM – ENGLISH: Foundation – Year 6
5. ACHIEVEMENT STANDARDS (Continued):
Reading and Viewing:
Year 1
Year 2
Year 3
 read aloud short
predictable texts with
familiar vocabulary and
supportive images
Foundation
 students read aloud, with
developing fluency and
intonation, short texts with
some unfamiliar
vocabulary, simple and
compound sentences and
supportive images
 read texts that contain a
variety of sentence
structures, some unfamiliar
vocabulary, a significant
number of high frequency
sight words and images
that provide additional
information
 read texts that extend over
several pages, contain
varied sentence structures
and a range of punctuation
conventions and images
that provide additional
information
 drawing on their
developing concepts about
print and sound and letter
knowledge
 identify the letters of the
English alphabet
 use knowledge of sounds
and letters, high frequency
words, sentence boundary
punctuation and
directionality to make
meaning.
 monitor meaning and selfcorrect using context, prior
knowledge, punctuation,
language and phonic
knowledge
 use the sounds
represented by most letters
 recall key ideas
 recall one or two events
from texts with familiar
topics
Year 4
Year 5
Year 6
 describe how events
characters and settings in
texts are depicted
 express preferences for
particular texts, and
respond to others’
viewpoints
 explain their own
responses to depictions in
texts
 select and use evidence
from a text to explain their
response
 identify literal and implied
meaning connecting ideas
in different texts.
 explain literal and implied
meaning in a variety of
texts
 explain the impact of literal
and implied meaning in a
variety of texts
 recognise literal and
implied meaning in texts
 identify literal and implied
meaning, main ideas and
supporting detail
 identify literal and implied
meaning by connecting
ideas in different parts of a
text
 identify connections
between texts and their
personal experience
 make connections to
personal experience when
explaining characters and
main events in short texts
 make connections between
texts by comparing content
 select information, ideas
and events in texts that
relate to their own lives and
to other texts
 understand that there are
different types of texts and
that these can have similar
characteristics
 understand the different
purposes of texts
 understand how similar
texts share characteristic
text structures
 understand how different
content can be presented
by using different text
structures depending on
the purpose of the text.
 understand how different
texts use different text
structures depending on
the purpose and audience
 understand how different
texts use different text
structures depending on
the purpose, audience and
context
 understand how text
structures contribute to the
main purposes of texts and
the effects these may have
on readers and viewers.
 identify the language
features, images and
vocabulary used to
describe characters and
events
 identifying the language
features, images and
vocabulary used to
describe characters,
settings and events
 understand how language
features, images and
vocabulary are used for
different effects
 explain how language
features, images and
vocabulary are used to
engage the interest of
audiences.
 understand how language
features, images and
vocabulary influence
interpretations of
characters, settings and
events.
 explain how language
features, images and
vocabulary are used by
different authors to
represent ideas, characters
and events.
 use predicting and
questioning strategies to
make meaning from texts
Continued…
JOHN CALVIN SCHOOLS
AUSTRALIAN CURRICULUM – ENGLISH: Foundation – Year 6
ACHIEVEMENT STANDARDS (Continued):
Writing:
Foundation
 use familiar words and
phrases and images to
convey ideas
Year 1
Year 2
 create short texts, drawing
on personal experiences
and familiar ideas
 create texts, drawing on
their own experiences,
their imagination and ideas
they have learned
 create a range of texts for
familiar and unfamiliar
audiences
Year 3
 create structured texts that
explain ideas for different
audiences
Year 4
 create a variety of
sequenced texts for
different purposes and
audiences.
Year 5
 create detailed and
cohesive texts for a range
of purposes and audiences
Year 6
 link two or more ideas or
events
 sequence and link two or
more ideas or events
 use language features to
sequence and link ideas
 use detailed sentences to
connect ideas
 use complex sentences to
extend ideas.
 use complex sentences to
extend and refine ideas.
 Use particular language
features and language
patterns to achieve a
desired effect
 understand how language
can be used to express
feelings and opinions in
some detail
 express a point of view
about a text or idea
 develop and explain a point
of view about a text or idea
 use specific details to
support a point of view
 illustrate or comment on
images with text
 use images to support the
meaning of the text
 create texts that include
writing and images
 create cohesive and
detailed texts containing
key ideas in written and
visual form
 create detailed texts
containing information,
ideas and images drawn
from a range of resources.
 explain how their choices
of language features and
images were used.
 use familiar vocabulary
 draw on a growing
vocabulary
 draw on topic-specific
vocabulary
 choose vocabulary
appropriate to the purpose
and context
 select vocabulary from a
range of resources
 select specific vocabulary
to enhance meaning and
effect
 make considered choices
from an expanding
vocabulary
 use beginning writing
behaviours
 use word order correctly
 attempt to check for sense
and meaning
 checking work for meaning
 edit work to improve
meaning
 making and explaining
editorial choices.
 use sound–letter
knowledge
 accurately spell words with
regular spelling patterns
 accurately spell familiar
words and attempt to spell
less familiar vocabulary
 use knowledge of sounds
and high frequency words
to spell words accurately
 use accurate spelling
 editing work to provide
structure and enhance
meaning
 use accurate spelling
 experiment with capital
letters and full stops.
 use capital letters and full
stops
 use basic sentence
punctuation accurately
 use punctuation
appropriate to the purpose
and context
 use accurate punctuation
 use accurate punctuation
 use accurate punctuation
for clarity
 correctly form known upper
and lower case letters
 correctly form all upper and
lower case letters.
 legibly write unjoined
upper- and lower-case
letters
 write using joined letters
that are clearly formed and
consistent in size
 write clearly formed joined
letters fluently
 use a fluent handwriting
style
 use a fluent and legible
handwriting style
 use accurate spelling