Australian Curriculum: English Achievement Standards Chart – Years F/R - 5
Intentional repetition of aspects of the achievement standard provides examples of their possible representation across different strands and sub-strands
R = Receptive modes (listening, reading and viewing) P = Productive modes (speaking, writing and creating)
> = understandings (first paragraph) # = skills (second paragraph)
Strand
Sub-strand
Language
Language
variation and
change
Language for
interaction
Text structure
and
organisation
Literature and
context
Year 1
Year 2
Year 4
Year 5
Whilst not explicitly identified within each achievement standard, opportunities for teaching and learning about and applying how English varies according to context and purpose including cultural and historical contexts will occur through a wide range of situations within and beyond the English curriculum.
R # listen to others when taking part in conversations, using appropriate
language features
P # interact in pair, group and class discussions, taking turns when responding
R # listen for particular purposes
P # use everyday language features and topic-specific vocabulary when
discussing ideas and experiences
P # explain their preferences for aspects of texts using other texts as
comparisons
R # listen to others’ views and respond appropriately
P > understand how language can be used to express feelings and opinions on
topics
R # listen for key points in discussions
P > understand how to express an opinion based on information in a text
P # contribute actively to class and group discussions
R # listen and ask questions to clarify content
P # contribute actively to class and group discussions, taking into account other
perspectives
P # use language features to show how ideas can be extended
P # make presentations and contribute actively to class and group discussions,
taking into account other perspectives
R > understand that there are different types of texts and that these can have
similar characteristics
R > read short, predictable texts with familiar vocabulary and supportive images
drawing on their developing knowledge of concepts about print and sound and
letters
P # show evidence of, beginning writing behaviours and experimentation with
capital letters and full stops in writing
R > understand the different purposes of texts
R > identify the language features, images and vocabulary used to describe
characters and events
R # use knowledge of sounds and letters, high frequency words, sentence
boundary punctuation and directionality to make meaning
R # use knowledge of sentence boundary punctuation when reading
P # use capital letters and full stops
P# create texts that show understanding of the connection between writing,
speech and images
R > understand how similar texts share characteristics by identifying text
structures and language features used to describe characters, settings and
events
R > read texts that contain varied sentence structures, some unfamiliar
vocabulary, a significant number of high-frequency sight words and images that
provide additional information
R # monitor meaning and self-correct using context, prior knowledge,
punctuation, language and phonic knowledge
P # use punctuation accurately
R > understand how content can be organised using different text structures
depending on the purpose of the text
R > understand how language features, images and vocabulary choices are
used for different effects
R > read texts that contain varied sentence structures, a range of punctuation
conventions, and images that provide additional information
P > understand how language features are used to link and sequence ideas
P # choose punctuation appropriate to the purpose and context of their writing
R > understand that texts have different text structures depending on purpose
and audience
P # use language features to create coherence and add detail to their texts
P # use accurate punctuation
P # create texts that show understanding of how images and detail can be used
to extend ideas
R > explain how text structures assist in understanding the text
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
P # create a variety of sequenced texts for different purposes and audiences
P # demonstrate understanding of grammar, select specific vocabulary and use
accurate spelling and punctuation, editing their work to provide structure and
meaning
P # develop and explain a point of view about a text, selecting information, ideas
and images from a range of resources
P # use familiar words and phrases and images to convey ideas when writing
P # show evidence of beginning writing behaviours
P # show evidence of experimentation with capital letters and full stops in writing
R > identify the language features, images and vocabulary used to describe
characters and events
R # use knowledge of high frequency words
R # read aloud, with developing fluency and intonation, short texts with some
unfamiliar vocabulary, simple and compound sentences and supportive images
P # create texts that show understanding of the connection between writing,
speech and images
P # make short presentations of a few connected sentences on familiar and
learned topics
P # accurately spell words with regular spelling patterns
P > use everyday language features and topic-specific vocabulary when
discussing their ideas and experiences
P # create texts that show how images support the meaning of the text
P # accurately spell familiar words
P # attempt to spell less familiar words
P # use punctuation accurately
R > understand how language features are used to link and sequence ideas
R > understand how language features, images and vocabulary choices are
used for different effects
R > read texts that contain images that provide additional information
P # demonstrate understanding of grammar
P # include writing and images to express and develop in some detail
experiences, events, information, ideas and characters
P # choose vocabulary and punctuation appropriate to the purpose and context
of their writing
P # use knowledge of sounds and high frequency words to spell words
accurately, checking their work for meaning
R # explain how language features, images and vocabulary are used to engage
the interest of audiences
P # demonstrate understanding of grammar
P # select vocabulary from a range of resources
P # create texts that show understanding of how images and detail can be used
to extend ideas
P # use accurate spelling and punctuation, editing their work to improve
meaning
P # understand how to express an opinion based on information in a text
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
R > understand how vocabulary influences interpretations of characters, settings
and events
P # demonstrate understanding of grammar
P # select specific vocabulary
P # develop and explain a point of view about a text, selecting… images from a
range of resources
P # use accurate spelling
R > listen for rhyme, letter patterns and sounds in words
R # use the sounds represented by most letters
R # identify the letters of the English alphabet
P # identify and use rhyme, letter patterns and sounds in words
P # correctly form lower and upper case letters
P # show evidence of sound and letter knowledge in writing
R # listen for and reproduce letter patterns and letter clusters
R # use knowledge of letters and sounds to make meaning when reading
P # correctly form all upper- and lower-case letters
R # listen for and manipulate sound combinations and rhythmic sound patterns
P # create texts, drawing on their own experiences, their imagination and
information they have learned
P # include writing and images to express and develop in some detail
experiences, events, information, ideas and characters in their texts
R >understand that texts have different structures depending on purpose and
audience
P # create structured texts to explain ideas for different audiences
R > explain how text structures assist in understanding the text
P > explain their preferences for aspects of texts using other texts as
comparisons
R # select information, ideas and events in texts that relate to their own lives
and to other texts
R > explain how language features, images and vocabulary are used to engage
the interest of audiences
R # express preferences for particular texts, and respond to others’ viewpoints
P # understand how to express an opinion based on information in a text
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
R # describe how events, characters and settings in texts are depicted and
explain their own responses to them
P > develop and explain a point of view about a text, selecting information,
ideas and images from a range of resources
R > listen for and manipulate sound combinations and rhythmic sound patterns
R > understand how language features, images and vocabulary choices are
used for different effects
R > identify literal and implied meaning connecting ideas in different parts of a
text
P > understand how language can be used to express feelings and opinions on
topics
R > explain how language features, images and vocabulary are used to engage
the interest of audiences
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
P # create texts, drawing on their own experiences, their imagination and
information they have learned
P # create a range of texts for familiar and unfamiliar audiences
P # include writing and images to express and develop in some detail
experiences, events, information, ideas and characters
P > create texts that show understanding of how images and detail can be used
to extend key ideas
P # create structured texts to explain ideas to different audiences
P # create a variety of sequenced texts for different purposes and audiences
P # use language features to show how ideas can be extended
R # make connections between texts by comparing content
R > select information, ideas and events in texts that relate to their own lives
and to other texts
R > understand that texts have different structures depending on purpose and
audience
P # make presentations, varying language according to context
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
R # describe how events, characters and settings in texts are depicted
R > identify connections between texts and their personal experience
R > recall one or two events from texts with familiar topics
P > identify and describe likes and dislikes about familiar texts, objects,
characters and events
Responding
to literature
R > make connections to personal experience when explaining characters and
main events in short texts
P > understand how characters in texts are developed and give reasons for
personal preferences
R > listen for rhyme, letter patterns and sounds in words
Examining
literature
P > students use familiar words and phrases and images to convey ideas when
writing,
P # create texts that show understanding of the connection between writing,
speech and images
P # create short texts for a small range of purposes
Creating
literature
Texts in
context
Literacy
Year 3
R > understand that their texts can reflect their own experiences
R # listen to and use appropriate language features to respond to others in a
familiar environment
P # communicate clearly in informal group and whole class settings
Expressing
and
developing
ideas
Sound and
letter
knowledge
Literature
Foundation
Whilst not explicitly identified within each achievement standard, opportunities
for teaching and learning about and applying how English varies according to
context and purpose including cultural and historical contexts will occur through
a wide range of situations within and beyond the English curriculum.
Interacting
with others
R # listen to and use appropriate language features to respond to others in a
familiar environment
P # communicate clearly in informal, group and whole class settings
P # retell events and experiences with peers and known adults
R # listen to others when taking part in conversations, using appropriate
language features
P # interact in pair, group and class discussions, taking turns when responding
P # make short presentations of a few connected sentences on familiar and
learned topics
R # listen for particular purposes
P # use a variety of strategies to engage in group and class discussions
P # use everyday language features and topic specific vocabulary when
discussing their ideas and experiences
P # use a variety of strategies to make presentations
R # listen to others’ views and respond appropriately
P > understand how language can be used to express feelings and opinions on
topics
P # contribute actively to class and group discussions, asking questions and
providing useful feedback
R # listen for key points in discussions
R # respond to others’ viewpoints
P # create structured texts to explain ideas for different audiences
P # make presentations and contribute actively to class and group discussions,
varying language according to context
P # contribute actively to class and group discussions, taking into account other
perspectives
P # make presentations taking into account other perspectives
P # create a variety of sequenced texts for different purposes and audiences
R > use predicting and questioning strategies to make meaning from texts
R # read aloud, with developing fluency and intonation, short texts with some
unfamiliar vocabulary, simple and compound sentences and supportive images
R # use knowledge of sounds and letters, high frequency words, sentence
boundary punctuation and directionality to make meaning when reading
R # recall key ideas and recognise literal and implied meaning in texts
R # read texts that contain varied sentence structures, some unfamiliar
vocabulary, a significant number of high frequency sight words and images that
provide additional information
R # monitor meaning and self-correct using context, prior knowledge,
punctuation, language and phonic knowledge
R # identify literal and implied meaning, main ideas and supporting detail
R > understand how content can be organised using different text structures
depending on the purpose of the text
R # identify literal and implied meaning connecting ideas in different parts of a
text
P # create a range of texts for familiar and unfamiliar audiences
R > understand that texts have different structures depending on purpose and
audience
R > explain how language features, images and vocabulary are used to engage
the interest of audiences
R # describe literal and implied meaning connecting ideas in different texts
R > understand how language features, images and vocabulary influence
interpretations of characters, settings and events
R > analyse and explain literal and implied information from a variety of texts
R # describe how events, characters and settings in texts are depicted and
explain their own responses to them
R # listen and ask questions to clarify content
P # use familiar words and phrases and images to convey ideas when writing
P > create texts that show understanding of the connection between writing,
speech and images
P # create short texts for a small range of purposes
P # provide details about ideas or events when writing
P > create texts that show how images support the meaning of the text
P # create texts, drawing on their own experiences, their imagination and
information they have learned
P # legibly write unjoined upper- and lower-case letters
P # use punctuation accurately
P > understand how language can be used to express feelings and opinions on
topics
P > include writing and images to express and develop in some detail
experiences, events, information, ideas and characters in their texts
P # create a range of texts for familiar and unfamiliar audiences
P # demonstrate understanding of grammar and choose vocabulary and
punctuation appropriate to the purpose and context of their writing
P # use knowledge of sounds and high frequency words to spell words
accurately, checking their work for meaning
P # write using joined letters that are accurately formed and consistent in size
P > use language features to create coherence and add detail to their texts
P > create texts that show understanding of how images and detail can be used
to extend key ideas
P # create structured texts to explain ideas for different audiences
P # demonstrate understanding of grammar, select vocabulary from a range of
resources and use accurate spelling and punctuation, editing their work to
improve meaning
P # create a variety of sequenced texts for different purposes and audiences
P # make presentations, taking into account other perspectives
P # demonstrate understanding of grammar, select specific vocabulary and use
accurate spelling and punctuation, editing their work to provide structure and
meaning when writing
Interpreting,
analysing,
evaluating
Creating texts