JOHN CALVIN PRIMARY SCHOOLS
Sub-strands
Content Descriptions
Language
variation and
change
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Language for
interaction
Language
Students
develop their
knowledge
about the
English
language and
how it works.
Text structure
and organisation
Expressing and
developing ideas
Sound / letter
knowledge
Texts in context
Literacy
Students
develop the
knowledge and
skills to
interpret and
create spoken,
written, visual
& multimodal
texts.
Interacting with
others
Interpreting,
analysing and
evaluating
Creating texts
Literature and
context
Literature
Students
understand,
respond to,
analyse,
evaluate, and
create
literature.
Responding to
literature
Examining
literature
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and
informative texts have different purposes (ACELA1430)
Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal
the beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
(ACELA1433)
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)
Know how to use onset and rime to spell words (ACELA1438)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
Understand the variability of sound — letter matches (ACELA1459)
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic
knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Construct texts using software including word processing programs (ACELY1654)
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme
in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Creating
literature
Preprimary Year
Australian Curriculum – English: Content Overview
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Term
1
Term
2
Term
3
Term
4
Achievement Standard
Reading and Viewing
By the end of the Foundation
year, students use predicting
and questioning strategies to
make meaning from texts.
They recall one or two events
from texts with familiar topics.
They understand that there
are different types of texts and
that these can have similar
characteristics. They identify
connections between texts
and their personal experience.
They read short, predictable
texts with familiar vocabulary
and supportive images,
drawing on their developing
knowledge of concepts about
print and sound and letters.
They identify the letters of the
English alphabet and use the
sounds represented by most
letters.
Writing
When writing, students use
familiar words and phrases
and images to convey ideas.
Their writing shows evidence
of sound and letter
knowledge, beginning writing
behaviours and
experimentation with capital
letters and full stops. They
correctly form known upperand lower-case letters.
Speaking and Listening
They listen to and use
appropriate language features
to respond to others in a
familiar environment. They
listen for rhyme, letter
patterns and sounds in words.
Students understand that their
texts can reflect their own
experiences. They identify and
describe likes and dislikes
about familiar texts, objects,
characters and events.
In informal group and whole
class settings, students
communicate clearly. They
retell events and experiences
with peers and known adults.
They identify and use rhyme,
letter patterns and sounds in
words.
Australian Curriculum – English
Content Map: Reading & Viewing
Elements
Term 1
Term 2
Reading and Viewing Preprimary
Phonological
Awareness
Grammar &
Vocabulary
Comprehension
Reading Fluency &
Expression
Term 4
Preprimary Year
Understanding, Content and Strategies
Achievement Standard
Print texts
Concepts of Print
& Screen
Term 3
Electronic texts
Concepts of print - Books
Identify directionality
Identify return sweep
Identify front and back covers
Identify elements of front cover (title, author, illustrator)
Hold book in correct position
Identify the difference between words and images
(ACELA1433) (ACELA1434) (ACELA1435)
Concepts of print - Text
Features of electronic devices
Functions of Electronic Features
Recognise that in sentences, there are spaces between words
Identify
- Identify letters on the keyboard
o
Mouse
Identify words, letters and sentences
- Recognise the link between pressing letters on the keyboard and results on the
o
Keyboard
screen
Distinguish the difference between words, letters and sentences
o
Screen
- Recognise the link between movement of mouse or tracking pad that corresponds to
Identify punctuation
o
Tracking pad
movement of mouse icon on screen
Recognise that capital letters are used for names and for the beginning of sentences
o
Home button
- Understand how to select items using the mouse (open apps, move within websites)
Recognise that full stops signal the end of sentences
o
Apps
- Understand basic navigation within websites or electronic devices
Identify the difference between punctuation and letters/words
o
Websites
(ACELA1433)
(ACELA1432) (ACELA1433) (ACELA1435) (ACELA1431)
Phonological awareness focus
Phonics focus:
Suggested phonics sequence
Term 3
Rhyme
Term One
- Build knowledge of the
- Step One – Introduce regularly used constant diagraphs (th/th, ch,
Sound sequence as follows:
- Recognise rhyme in spoken chants, books, and nursery rhymes
connection between sounds
sh, ck, ng, ss, ff, ll) and provide pictorial cues to assist with
o
Group 1 – s, a, t, p, i, n
and letters of the alphabet to
reading and writing
- Identify words that rhyme from a selection of words (eg cat, mat, pack, sat)
o
Group 2 – m, r, h, e, d, c
show that there is a
- Step Two – Consolidate alphabet sounds and constant diagraphs
- Generate new rhyming words from a given word
o
Group 3 – f, l, g, o, u, b
predictable and systematic
to create CVC words for blending and segmenting
- Create a word family from a given rime (eg ‘at’ will make cat, mat, sat, fat)
o
Group 4 – w, j, v, k, z, y, q, x
relationship between the text
- Step Three – Begin to use known sounds to decode and spell.
Alphabetic awareness
and the sound of spoken
- Step Four – Begin formal handwriting placing letters on base line
- Awareness that each letter of the alphabet has a name and a sound
language.
- Step One - Introduce each sound over the term focusing on
- Awareness that each letter of the alphabet has a name which remains constant even if the sound is different
identifying the sound in words (beginning sound and end sound)
- Fluent recognition of the most
Term Four
- Understand the link between upper case and lower case letters
common sound made by
- Step Two – learn the shape and starting position of each letter in a
- Step One – Introduce representation of long vowel sounds
Syllables
each letter
multi-sensory way (ie sand tray, painting)
ee(bee), oa (boat), ai(tail), oo(book), oo(moon), or(horse),
- Identify syllables using multi-sensory methods (eg jumping in hoops to represent each syllable in a word).
- Decode words into sounds to
- Step Three – after learning each group of letters, begin to create cvc
ar(farm), ir(bird) and provide pictorial cues for reading and writing
Limit word selection to maximum of four syllable words
read them
words for blending and segmenting in oral or multisensory ways
- Step Two – Consolidate all sounds learnt to decode and spell
Sounds
- Use a sequential phonics
- Step Four – Assess and revise, revise, revise
CVC words
Verbally identify sounds in words:
based program or sequence
- Step Three - Introduce constant blends to decode and spell CCVC
- Identify/count sounds in words (eg nap = 3 sounds)
of teaching that includes
Term Two
and CVCC words
- Identify initial sounds (eg ‘b’ in ‘bat’)
actions/pictures/songs
to
- Step One – Reintroduce each sound (listed in Term 1) focusing on
- Step Four – Formal handwriting (place letters on base line and
- Identify final sounds (eg ‘ck’ in ‘back’)
reinforce each sound
identifying the sound in words (medial position)
introduce thirds)
- Identify medial sounds (eg ‘oa’ in ‘boat’)
- Plan for multiple daily
- Step Two – Learn the shape and starting position of each letter in
- Step Five - Revise, revise, revise
- Identify onset and rime in one syllable words (eg ‘r’ + ‘at’ = rat)
practice of phonics using a
multisensory way (beginning handwriting – keep letters large)
- Step Six – Assess retention of all taught phonemes, ability to
Segmenting and blending
multi-sensory approach.
- Step Three – Begin creation of word families to encourage blending
blend and segment CCVC and CVCC words and ability to decode
- Use oral and multi-sensory cues to blend sounds together to create words (eg b – a – t = bat)
Each practice should be short
and segmenting
and spell CVC, CVCC and CCVC words.
- Use oral and multi-sensory cues to segment words to identify sounds
and targeted
- Step Four – Revise, revise, revise
(ACELA1438) (ACELA1439) (ACELA1758) (ACELY1653)
(eg pig = p – i – g)
(ACELA1758) (ACELA1440)
- Step Five – Assess retention of phonemes and ability to blend and
(ACELA1459)
- Begin to manipulate and delete sounds (eg dig without the ‘d’ sound makes ‘ig)
(ACELA1459)
segment CVC words
(ACELA1440) (ACELA1439) (ACELA1438) (ACELA1758) (ACELT1579) (ACELA1459)
Text purpose
- Explore and discuss the purpose of texts (eg ‘This text will tell a story’, ‘This text will give
information’, ‘This text makes me laugh because…’)
- Select a book from bookshelf or library to match given criteria (eg I want to learn more about turtles,
so I need to go to the non-fiction section and find a book that gives me information about turtles)
- Identify the purpose in which a text is used (eg cookbooks for kitchen recipe; instruction manuals for
building items)
- Share personal responses about different texts and discuss personal experiences triggered by the
text (eg In a story about a boy at the beach looking for shells, a student may connect to own
experience by saying: ‘When I was at the beach, I…)
(ACELA1430) (ACELY1648)
Authors and Illustrators
- Understand that authors are the writers of texts.
Understand that illustrators are the creators of
images in text
- Understand that authors and illustrators create
texts that may be similar or different to personal
experience
- Identify a favourite author/illustrator and explain
why
(ACELT1575)
Text structure
- Identify repeated sections of texts (eg refrains, choruses, etc)
- Use repeated sections of text to engage in choral recitation of
the poetic and rhyming phrases
- Use repeated sections of text to predict cumulative storylines
- Explore the structure of texts and how they can take many
forms (eg short texts such as labels or signs and long texts
such an encyclopedia or novel)
- Understand that texts can be visual, written or oral
(ACELA1430)
Responding to texts
- Explore how the print in text creates meaning. Explore how images
in texts create meaning. Explore how the combination of print and
text creates meaning
- Through the exploration of fairy tales and other stories, identify
some characteristic features (eg ‘Once upon a time’ or ‘happily ever
after’ in fairy tales)
- Respond to texts by discussing elements of the story
- Respond to texts, identifying what they liked or didn’t like about the
story
(ACELA1786) (ACELT1577) (ACELT1783) (ACELT1578)
(ACELA1429) (ACELT1785) (ACELY1646)
Vocabulary
- Increase and extend vocabulary
for meaning making and naming
items and activities
- Introduce sight word vocabulary
contextually (eg use the word ‘and’
in a variety of different sentences)
- Build words for thinking and
talking about school and learning
Identify and read irregular high-frequency words. Suggested minimum sight
word bank for PP:
- at, in, it, on
- and, a, I, go, no
- with, this, that, for
- is, his, was, as
- to, be he, of
- the, from, look, then
- have, are, they, you
(ACELA1758) (ACELA1437)
Comprehension Skills
These comprehension skills are to be taught through books that students listen to, view or read independently:
- Predict the story based on illustration and title on front cover
- Predict the next event in the story based on previous event
- Begin to retell stories through teacher prompting and questioning (ie what happened at the beginning, middle, and end of this story)
- In a small group, use performance to retell the story (eg puppets, drama)
- Sequence pictures from a text and orally retell the story
- Talk about the meaning of texts
- Draw a character or event from a text that has been read without the illustrations being shown
- Relate one or two key facts from informative texts
- Make an inference about a character based on illustrations (eg facial expressions of the fox show that he is angry)
- Find a key word in a text to answer a literal question
(ACELY1649) (ACELY1650) (ACELT1580) (ACELY1650)
Develop reading fluency
Text processing
Goals
When students are ready, provide opportunity to take home readers
Contextual, grammatical,
Reading Recovery Leveled Texts
semantic and phonic knowledge
- Begin frequent reading practice of predictable texts that are supported by images to aid reading fluency and understanding
Expected minimum home reading level at the end of Preprimary: Reading level 2
- Predict words based on initial
- Read decodable words and sentences (eg ‘A man sat on the frog.’) by blending known graphemes to make CV, VC, VCC, CVC words)
In order to achieve the standard required at this level, the student must demonstrate the following with
sounds, picture cues, and
- Practice decoding skills such as sounding out, looking for patterns, looking for blends
confidence:
contextual clues
- Practice phrasing: pausing after full stops
- Use a small bank of high frequency sight words
- Through adult support identify
- Ensure students read texts that are at their level (ie have the skills required to read the text; text is not too hard or too easy)
- Able to decode CVC words
and correct errors
- Listen to each student reading regularly so that their reading level can be adjusted in small increments as their reading develops
- Use sounding out to decode unfamiliar words and contextual clues and initial sound of a word to made a
(ACELY1649)
(ACELY1649)
reasonable guess at an unknown word
(ACELY1649)
Reading and Viewing
By the end of the Foundation year,
students use predicting and
questioning strategies to make
meaning from texts. They recall
one or two events from texts with
familiar topics. They understand
that there are different types of
texts and that these can have
similar characteristics. They
identify connections between texts
and their personal experience.
They read short, predictable texts
with familiar vocabulary and
supportive images, drawing on
their developing knowledge of
concepts about print and sound
and letters. They identify the
letters of the English alphabet and
use the sounds represented by
most letters.
Receptive modes (listening,
reading and viewing)
By the end of the Foundation year,
students use predicting and
questioning strategies to make
meaning from texts. They recall
one or two events from texts
with familiar topics.
They understand that there are
different types of texts and that
these can have similar
characteristics.
They identify connections between
texts and their personal
experience.
They read short, predictable texts
with familiar vocabulary and
supportive images, drawing on
their developing knowledge of
concepts about print and sound
and letters. They identify the
letters of the English alphabet and
use the sounds represented by
most letters. They listen to and
use appropriate language features
to respond to others in a
familiar environment. They listen
for rhyme, letter patterns and
sounds in words.
Australian Curriculum – English
Content Map: Writing
Elements
Text Processes
Writing Preprimary
Text Opportunities
Modelling
Joint Construction
Application
Grammar
Handwriting
Term 2
Term 3
Term 4
Preprimary Year
Understandings, Content & Strategies
Understand that written language
needs to be readable by others.
(ACELA1431)
Authentic writing opportunities
Engage with many
opportunities to write for
authentic purposes
Students write to communicate
ideas and share information
Write about everyday
experiences
(ACELY1651) (ACELY1654)
Share ideas for writing with a
peer/teacher before commencing.
(ACELY1651)
Draw pictures to support verbal or written
communication of message.
(ACELY1651)(ACELY1654)
Real world writing experiences
Engage with many real world situations
that require the use of written language
(eg dramatic play areas with writing
prompts or writing provocations; making
a shopping list in the shopping corner)
Use provided materials to create labels
and signs
(ACELY1651) (ACELY1654)
Draw a picture or use a photo (or
image) as a prompt for writing.
(ACELY1654)
Shared experience
Jointly construct a written
recount about a shared
experience
Write one or two sentences
about a shared experience or
event (could be placed into a
class book, digital text, photo
journal, wall display or portfolio
entry).
(ACELY1651) (ACELY1654)
Activity Retells
Write about products or
experiences made personally
or with peers
Use a framework provided by
the teacher to record an activity
retell
(ACELY1651) (ACELY1654)
Spelling
Identify punctuation in text (ie full stops, question marks, exclamation
marks, quotation marks, and capital letters).
(ACELA1432)
Achievement Standard
Listen to a range of text forms read by
the teacher, pointing out purpose and
audience.
(ACELY1645) (ACELA1430)
Discuss the purpose and structure of
what makes a readable sentence.
(ACELY1651)
Communicating with others
Write about personal interests and
share with others (eg writing letters
to Dad or Mum)
Write about topics taught at school
and share with others
Write for a particular audience and
purpose (eg birthday card,
Fathers/Mothers Day card)
(ACELY1651) (ACELY1654)
Sentence structure
Identify a sentence in a text. Recognise
Identify sentence boundaries (capital
Understand that sentences are key unit
Understand that a sentence expresses
a sentence and what defines a
letters/full stops) (ACELA1435)
for expressing ideas (ACELA1435)
one idea. (ACELA1435)
sentence (ie full stops and capital
(ACELA1432)
letters). (ACELA1435)
Teach correct posture and
Trace, copy and then independently write
Demonstrate how to construct each letter (upper and
Learn the shape and starting position of each letter through
pencil grip.
handwriting patterns (curves, anti-clockwise
lowercase) including starting position and movement
- whole body writing
movements, clockwise movements, etc)
direction, including verbal cues.
- tactile writing (sand trays, shaving cream etc.)
(ACELY1653)
(ACELY1653)
(ACELY1653)
- A3 sized outline of the letters paint/write to within
- writing on a base line
- writing using dotted thirds
(ACELY1653)
Through the dictation of sounds and words, students record the sounds/words they hear.
Students should be able to record each sound fluently as it is dictated to them.
(ACELA1758) (ACELA1439) (ACELA1440) (ACELA1459)
Punctuation &
Editing
Term 1
Share writing with others (ie peer,
adult).
(ACELY1651)
Fostering a love of writing
Provide a space for students to write (may wish to include sounds
charts, writing prompts, sentence starters)
Provide engaging materials to encourage writing
Provide paper for students to use for writing in creative play situations
Writing table
Blank paper for students to ‘write their own books’
Celebrating students’ writing by providing opportunities for them to
share their writing and displaying their work in the classroom
(ACELY1651) (ACELY1654)
Understand that the order of the words
Create simple sentences with capital
in a sentence affects its meaning (eg
letters and full stops. (ACELA1435)
‘The boy sat on the dog’ vs ‘The dog sat
(ACELY1652)
on the boy’) (ACELA1435)
Handwriting Expectations by the end of PP
* WA modern cursive handwriting font (suggested size 24mm)
* Each letter is located correctly on the base line and spaced within the thirds
* Each letter begins from the current location and position
* Each letter is written with the correct movement and direction
* Students write with tripod pencil grip and appropriate posture
(ACELY1653)
Jointly construct word families including the following families:
Spell decodable words using known graphemes through games and structured
Spell taught sight
activities (CV, VC, CVC)
words.
at
Attempt to spell decodable CVCC and CCVC words.
(ACELA1758)
it
(ACELA1758) (ACELA1439) (ACELA1440) (ACELA1459)
(ACELA1439)
ot
(ACELA1440)
op
en
ig
og
un
(ACELA1758) (ACELA1439) (ACELA1440) (ACELA1438)
Understand that capital letters form the beginning of a sentence and a
Participate in editing of own writing with the guidance of an adult (eg
Collaborate with teacher or adult to identify errors and make corrections
punctuation mark ends the sentence.
student informs teacher of what they have written; teacher scribes
(eg Teacher: ‘I’m looking at this sentence and I notice something is
(ACELA1432)
student’s work).
missing…’ Student: ‘I need to put a full stop at the end of the
(ACELY1652)
sentence!’) (ACELY1652)
Writing
When writing, students use
familiar words and phrases and
images to convey ideas. Their
writing shows evidence of sound
and letter knowledge, beginning
writing behaviours and
experimentation with capital
letters and full stops. They
correctly form known upper- and
lower-case letters.
Productive modes (speaking,
writing and creating)
Students understand that their
texts can reflect their own
experiences.
They identify and describe likes
and dislikes about familiar texts,
objects, characters and events.
In informal group and whole
class settings, students
communicate clearly. They retell
events and experiences with
peers and known adults.
They identify and use rhyme,
letter patterns and sounds in
words. When writing, students
use familiar words and phrases
and images to convey ideas.
Their writing shows evidence of
sound and letter knowledge,
beginning writing behaviours and
experimentation with capital
letters and full stops. They
correctly form known upper- and
lower-case letters.
Australian Curriculum – English
Content Map: Speaking & Listening
Elements
Speaking & Listening Preprimary
Interaction Skills
Communication
(Understanding)
Presentation
Skills
Term 1
Term 2
Term 3
Term 4
Preprimary Year
Understandings, Content & Strategies
Responding to Others
- Respond to others in formal and
informal situations
- Explore how to speak to adults,
peers and visitors using
appropriate tone, posture and
language.
- Learn to ask relevant questions
- Express requests and opinions in
ways that are suitable to the
context
(ACELA1428)
Facial Expressions and Feelings
- Identify facial expressions and
gestures and their communicated
meaning
- Explore how to demonstrate different
facial expressions
- Learn how to recognise the facial
expressions of others
- Explore how to use facial expressions
to express likes and dislikes
appropriately
(ACELA1429)
Setting
- Explore formal and informal language use
- Learn how to use appropriate pitch and
volume to match situation (eg ‘inside voices’
need to be quiet and ‘outside voices’ may
be louder)
- Speak with appropriate volume and clarity
to suit intended audience (eg yelling is not
appropriate when speaking to a small group
inside)
- Use of appropriate manners (eg please,
thank you, may I please…)
(ACELA1428) (ACELY1646) (ACELY1784)
Understand that there are many different languages throughout Australia and the world. Show appreciation that all
languages are used for communicating thoughts and feelings and are of equal value to their own. (ACELA1426)
Object Based News
Purpose
To share knowledge about an
object of personal interest with
their peers
Structure
Greeting
Identify object and type of object
(eg This is a horse. It is a type of
farm animal).
Describe the object (parts of the
object, use of the object, location
of the object)
Conclusion: how students feel
about the object
Features
Linking sentences to describe
one object
Concise, specific vocabulary
Staying to one topic
(ACELA1437) (ACELY1646)
(ACELY1647) (ACELY1784)
Rhymes
Purpose
To hear and replicate
sound and word patterns
Structure
Two short sentences
where the last words
rhyme
Features
Rhyming words
Rhythmic sentence
patterns
(ACELA1439) (ACELT1578)
(ACELT1579) (ACELT1785)
(ACELT1580)
Oral presentations
Purpose
To inform or entertain an
intended audience
Structure
Student or group of
students presenting
information, performance,
puppet show etc
Features
Emerging full sentence
structure
Begin to orally sequence
content for an intended
purpose
Begin to use props,
images or objects
appropriately to assist in
oral presentation
(ACELA1437) (ACELY1646)
(ACELY1647) (ACELY1784)
Body Movement and Language
Through role modelling and opportunities to practice, students develop an understanding
of the different roles in speaking and 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 eyes on
speaker)
Speaker
Posture
- Look at 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; hands may be used for
emphasis or explanation
(ACELY1784)
Achievement Standard
Vocal Skills
Listener
- No interruptions when speaker is talking; no
calling out while the speaker is speaking
- Respond to others with relevant comments and
questions
- Take turns in discussions
- Recognise the contribution of others
- Respond to questions with more than one or two
words
Speaker
- Encourage and practice clear pronunciation of
words and sounds
- Use appropriate volume
(ACELY1784)
Explore and understand how language changes depending on the relationship between the
Recognise some of the ways we use speech, gestures, writing, and
speaker and the listener (eg language is different between friend-friend, parents-child, teachermedia to communicate feelings. (ACELA1429)
child) (ACELA1428)
Events based news
Activity Retell
Story
Oral ‘because’
Oral discussion
Purpose
Purpose
Purpose
statements
Purpose
Purpose
To share events or
To orally retell the
to entertain others
To share thoughts and
experiences with others
sequence of events for
Structure
information
To share a
Structure:
the production of an item
personal opinion
Structure
introduce story starters (eg
(eg craft item, cooking
Structure
Greeting
‘Once upon a time…’ or ‘A long,
Question / provocation /
item)
long time ago…’)
I like….because…
idea presented to initiate
Details of event in
Structure
Features
discussion
coherent sequence
Collaboratively structure a story
Opening statement of
with a beginning, middle and end Give reasons for
Turn taking
Response from audience
what has been made
likes and dislikes
in the form of relevant
Collaboratively create an oral
Teacher facilitated
Materials needed
questions
story (teacher with students
Use props or
Features
acting out/students jointly
objects (eg a
2 or 3 steps
Thank you
Share feelings and
Features
construct/students create in
favourite book or
Features:
thoughts
groups)
an item them have
Steps to be in
Should include: who,
Responding to texts
Features
made)
chronological order
what, when and where
(favorite stories etc)
Record oral stories
Statements made
With teacher assistance
Begin to sequence
Practice and extend
collaboratively using story maps
about objects,
language becomes more
content through the use of
vocabulary
texts, characters
descriptive so that other
Collaboratively discuss and then
pictorial cues or repeated
Create a response to the
and events
students can repeat the
independently represent
rehearsal (at home?)
discussion starter and
(ACELT1783)
task
characters created in the stories
Through the use of props
what others have
(ACELA1429)
(ACELA1437) (ACELY1646)
With teacher assistance,
and images, engage
contributed
(ACELY1647) (ACELY1784)
describe and label the
audience with
Begin to ask questions
characteristics of a character in
presentation
Able to answer questions
an oral story or create a
Encourage full sentences
(encourage full sentence
character to be used for an oral
(ACELA1435) (ACELY1646)
responses)
story
(ACELT1783) (ACELY1647)
(ACELA1428) (ACELA1429)
Use props (puppets, masks, etc)
(ACELY1784)
(ACELT1577) (ACELY1650)
to assist students to take on
(ACELT1783) (ACELY1784)
characters
Extension
Students
independently/collaboratively
create or write their own oral
story
Students independently create
one or two sentences describing
their character
Suggestions – use dramatic
play, puppets and role plays to
create oral stories and
characters
(ACELA1439) (ACELT1578)
(ACELT1579)
(ACELT1785) (ACELT1580)
Speaking and Listening
They listen to and use appropriate language
features to respond to others in a familiar
environment. They listen for rhyme, letter
patterns and sounds in words.
Students understand that their texts can
reflect their own experiences. They identify
and describe likes and dislikes about familiar
texts, objects, characters and events.
In informal group and whole class settings,
students communicate clearly. They retell
events and experiences with peers and
known adults. They identify and use rhyme,
letter patterns and sounds in words.
Receptive modes (listening, reading and
viewing)
By the end of the Foundation year, students
use predicting and questioning strategies to
make meaning from texts. They recall one or
two events from texts with familiar topics.
They understand that there are different
types of texts and that these can have
similar characteristics.
They identify connections between texts and
their personal experience.
They read short, predictable texts
with familiar vocabulary and supportive
images, drawing on their developing
knowledge of concepts about print and
sound and letters. They identify the letters of
the English alphabet and use the sounds
represented by most letters. They listen to
and use appropriate language features to
respond to others in a familiar environment.
They listen for rhyme, letter patterns and
sounds in words.
Productive modes (speaking, writing and
creating)
Students understand that their texts can
reflect their own experiences.
They identify and describe likes and dislikes
about familiar texts, objects, characters and
events.
In informal group and whole class settings,
students communicate clearly. They retell
events and experiences with peers and
known adults. They identify and use rhyme,
letter patterns and sounds in words. When
writing, students use familiar words and
phrases and images to convey ideas. Their
writing shows evidence of sound and letter
knowledge, beginning writing behaviours and
experimentation with capital letters and full
stops. They correctly form known upper- and
lower-case letters.
Australian Curriculum – English
Links with other Curriculum Areas
Term 1
Term 2
Term 3
Preprimary Year
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 English is one of many
Explore how language is used
Understand that language
Understand that texts can take many forms, can be
Understand that some
Understand that punctuation is a feature of written
Understand concepts about print and
languages spoken in Australia and that
differently at home and school
can be used to explore ways
very short (for example an exit sign) or quite long (for language in written texts
text different from letters; recognise how capital
screen, including how books, film and
different languages may be spoken by
depending on the relationships of expressing needs, likes
example an information book or a film) and that
is unlike everyday
letters are used for names, and that capital letters
simple digital texts work, and know
family, classmates and community
between people (ACELA1428)
and dislikes (ACELA1429)
stories and informative texts have different purposes
spoken language
and full stops signal the beginning and end of
some features of print, for example
(ACELA1426) ICU, ATSI, ASIA
P&S
P&S
(ACELA1430) ICT, CCT
(ACELA1431)
sentences (ACELA1432)
directionality (ACELA1433) ICT, ATSI
Recognise that
Recognise that texts are made Explore the different contribution of
Understand the use of vocabulary in
Know that spoken sounds and words can be
Know how to use
Recognise rhymes,
Recognise the letters of the
sentences are key units up of words and groups of
words and images to meaning in
familiar contexts related to everyday
written down using letters of the alphabet and
onset and rime to spell syllables and sounds
alphabet and know there are
for expressing ideas
words that make meaning
stories and informative texts
experiences, personal interests and topics
how to write some high-frequency sight words
words (ACELA1438)
(phonemes) in spoken
lower and upper case letters
(ACELA1435)
(ACELA1434)
(ACELA1786) ICT, CCT
taught at school (ACELA1437) P&S
and known words (ACELA1758)
words (ACELA1439)
(ACELA1440)
Recognise that texts are created by authors who Respond to texts,
Share feelings and thoughts
Identify some features of texts
Recognise some different types of literary texts and
Replicate the rhythms and sound
Retell familiar literary texts through
tell stories and share experiences that may be
identifying favourite stories, about the events and
including events and characters
identify some characteristic features of literary texts,
patterns in stories, rhymes, songs and
performance, use of illustrations and
similar or different to students’ own experiences
authors and illustrators
characters in texts
and retell events from a text
for example beginnings and endings of traditional
poems from a range of cultures
images (ACELT1580) ICT, CCT
(ACELT1575) P&S, ICU, ATSI, ASIA
(ACELT1577) P&S
(ACELT1783) CCT, P&S
(ACELT1578) ICU, ATSI, ASIA
texts and rhyme in poetry (ACELT1785) ICU, ATSI
(ACELT1579) ICU, ATSI, ASIA
Identify some familiar texts
Listen to and respond orally to texts and to
Use interaction skills including listening while others speak, using Deliver short oral presentations to
Identify some differences
Read predictable texts, practising phrasing and fluency, and
and the contexts in which they the communication of others in informal
appropriate voice levels, articulation and body language, gestures peers (ACELY1647) P&S, SUS
between imaginative and
monitor meaning using concepts about print and emerging
are used (ACELY1645) P&S
and structured classroom situations
and eye contact (ACELY1784) P&S, SUS
informative texts (ACELY1648) contextual, semantic, grammatical and phonic knowledge
(ACELY1646) CCT, P&S
CCT
(ACELY1649) ICT
Use comprehension strategies to understand and
Create short texts to explore, record and report ideas and events
Participate in shared editing of students’ own texts for
Produce some lower case and upper case letters Construct texts using software including word
discuss texts listened to, viewed or read independently
using familiar words and beginning writing knowledge (ACELY1651) meaning, spelling, capital letters and full stops
using learned letter formations (ACELY1653)
processing programs (ACELY1654) ICT
(ACELY1650) CCT, ATSI
ICT, CCT, P&S, SUS
(ACELY1652)
MATHEMATICS
Proficiency
Strands
Number & Algebra
Measurement &
Geometry
Statistics &
Probability
Understanding
Fluency
Problem Solving
Reasoning
includes connecting names, numerals and
includes readily counting numbers in sequences, continuing
includes using materials to model authentic problems, sorting objects, using familiar counting sequences
ncludes explaining comparisons of quantities, creating patterns,
quantities
patterns, and comparing the lengths of objects
to solve unfamiliar problems, and discussing the reasonableness of the answer
and explaining processes for indirect comparison of length
Establish understanding of the language and processes Connect number names, numerals and
Subitise small collections of
Compare, order and make correspondences
Represent practical situations to model
Sort and classify familiar objects and explain the
of counting by naming numbers in sequences, initially
quantities, including zero, initially up to 10 and
objects (ACMNA003) NUM
between collections, initially to 20, and
addition and sharing (ACMNA004) NUM,
basis for these classifications. Copy, continue
to and from 20, moving from any starting point
then beyond (ACMNA002) LIT, NUM, ICU, ATSI,
explain reasoning (ACMNA289) LIT, CCT,
CCT, ATSI
and create patterns with objects and drawings
(ACMNA001) LIT, NUM, ICU, ATSI, ASIA
ASIA
P&S, ATSI, ASIA
(ACMNA005) LIT, NUM, CCT
Use direct and indirect comparisons to decide which is longer,
Compare and order the duration of events using the
Connect days of the week to familiar events and
Sort, describe and name familiar two-dimensional
Describe position and movement
heavier or holds more, and explain reasoning in everyday language
everyday language of time (ACMMG007) LIT, NUM,
actions (ACMMG008) LIT, NUM, P&S
shapes and three-dimensional objects in the
(ACMMG010) LIT, CCT
(ACMMG006) LIT, NUM, CCT
CCT
environment (ACMMG009) LIT
Answer yes/no questions to collect information (ACMSP011) P&S
SCIENCE
Science
Understanding
Science as a
human endeavour
Science Inquiry
Skills
Living things have basic needs, including food and water
(ACSSU002) LIT, CCT, P&S, SUS
Objects are made of materials that have observable properties
(ACSSU003) LIT, NUM, CCT, SUS
Daily and seasonal changes in our environment, including the
weather, affect everyday life (ACSSU004) LIT, P&S, ICU, ATSI,
ASIA, SUS
The way objects move depends on a variety of factors, including their
size and shape (ACSSU005) LIT, CCT
Engage in discussions about observations and use methods such as
drawing to represent ideas (ACSIS233) LIT, CCT, P&S
Share observations and ideas (ACSIS012) LIT, P&S
Science involves exploring and observing the world using the senses (ACSHE013) LIT, P&S, CCT
Respond to questions about familiar objects and events (ACSIS014)
LIT, CCT, P&S
Explore and make observations by using the senses (ACSIS011) LIT
HISTORY
Key Inquiry
Questions
Historical
Knowledge &
Understanding
Historical Skills
What is my history and how do I know?
What stories do other people tell about the past?
How can stories of the past be told and shared?
Who the people in their family are, where they were born and raised
and how they are related to each other (ACHHK001) CCT, P&S
The different structures of families and family groups today, and what
they have in common (ACHHK002) LIT, CCT, P&S, ICU, ATSI, ASIA
How they, their family and friends commemorate past events that are
important to them (ACHHK003) P&S, ICU, ATSI, ASIA
Sequence familiar objects and
events (ACHHS015) LIT, NUM
Pose questions about the past
using sources provided
(ACHHS017) LIT, CCT, P&S
Identify and compare features of
objects from the past and present
(ACHHS019) LIT, CCT
Sequence familiar objects and
events (ACHHS015) LIT
Explore a range of sources
about the past (ACHHS018)
LIT
Explore a point of view
(ACHHS020) CCT, P&S
How the stories of families and the past can be communicated, for
example through photographs, artefacts, books, oral histories, digital
media, and museums (ACHHK004) LIT, CCT, P&S, ICU, ATSI
Develop a narrative about the
past (ACHHS021) LIT, CCT
P&S
Use a range of communication forms
(oral, graphic, written, role play) and
digital technologies (ACHHS022) LIT, ICT
Australian Curriculum – English
Links with other Curriculum Areas (Continued):
Term 1
Term 2
Term 3
Preprimary Year
Term 4
GEOGRAPHY
Inquiry Questions
Geographical
Knowledge &
Understanding
Geographical
Skills
What are places like?
What makes a place special?
The representation of the location of places and their features on maps and a globe
(ACHGK001) (ACHGK005) LIT, NUM,CCT, ATSI,
Make observations about familiar places and pose
questions about them (ACHGS001) LIT, CCT
How can we look after the places we live in?
Place (personal & local
Space (personal & local scale)
Environment (personal & local scale)
scale)
The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in
The reasons why some places are special to people, and how they can be looked
the local area and why they are important to them (ACHGK003) LIT, NUM, CCT,
after (ACHGK004) LIT, CCT, P&S, ATSI, SUS
ICU, ATSI
The places people live in and belong to, their familiar features and why they are
important to people (ACHGK002) LIT, NUM, CCT
Record geographical data and information collected by
observation (ACHGS002) LIT, CCT
Represent the location of features of a familiar place on
pictorial maps and models (ACHGS003) LIT, NUM,
CCT
Key Concepts
Draw conclusions based on discussions of
observations (ACHGS004) LIT, CCT
Present information using everyday language to
describe location and direction (ACHGS005) LIT, CCT
Reflect on their learning to suggest ways that they can
look after a familiar place (ACHGS006) 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
Knowledge &
Understanding
Digital
Technologies
Knowledge &
Understanding
Identify how people design and
Explore how technologies
produce familiar products, services
use forces to create
and environments and consider
movement in products
sustainability to meet personal and
(ACTDEK002) LIT, NUM,
local community needs
CCT, ATSI, ASIA
(ACTDEK001) LIT, ICT, CCT, P&S,
ETH, ICU, SUS
Identify, use and explore digital systems (hardware and software
components) for a purpose (ACTDIK001) LIT, NUM, 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
Explore the characteristics
and properties of materials
and components that are
used to produce designed
solutions (ACTDEK004)
NUM, ICT
Processes & Skills
Collect, explore and sort data, and use
digital systems to present the data
creatively (ACTDIP003) LIT, NUM, ICT,
CCT, P&S
Processes & Skills
Explore needs or opportunities
for designing, and the
technologies needed to realise
designed solutions
(ACTDEP005) LIT, NUM, CCT,
P&S, ETH, SUS
Follow, describe and represent a sequence
of steps and decisions (algorithms)
needed to solve simple problems
(ACTDIP004) NUM, ICT
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
Use personal preferences to
Sequence steps for
evaluate the success of
making designed solutions
design ideas, processes and
and working collaboratively
solutions including their care
(ACTDEP009) LIT, NUM,
for environment
ICT, CCT, P&S, ETH, SUS
(ACTDEP008) LIT, NUM, ICT,
CCT, ETH, SUS
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
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)