MOSSGIEL PARK PRIMARY SCHOOL
STORIES FROM AROUND THE WORLD – Years 1 & 2 Even years
This unit combines compatible content and skills from the Australian English Literature Curriculum and the three Priorities with the
Victorian Essential Learning Standards for English AND relevant interdisciplinary learning from VELS Personal Learning,
Interdisciplinary Learning, Thinking Processes.
NB The VELS focus for this unit is Personal Learning because it is taught in first term when the main focus is on developing good work
habits and cooperative behaviours.
This unit was developed by Lisa Hill
Contents
LESSON SEQUENCES .............................................................................................................................. 3
Lesson 1 .................................................................................................................................................................................................................... 3
Lesson 2 .................................................................................................................................................................................................................... 3
Lesson 3 .................................................................................................................................................................................................................... 3
Lesson 4 .................................................................................................................................................................................................................... 3
Lesson 5 .................................................................................................................................................................................................................... 6
Lesson 6 .................................................................................................................................................................................................................... 6
Lesson 7 .................................................................................................................................................................................................................... 6
Lesson 8 .................................................................................................................................................................................................................... 6
Lesson 9 .................................................................................................................................................................................................................... 9
Lesson 10 .................................................................................................................................................................................................................. 9
Lesson 11 .................................................................................................................................................................................................................. 9
Key Understandings for Assessment ...................................................................................................... 11
Focus Questions ........................................................................................................................................ 11
LEARNING FOCUS ....................................................................................................................................................................................................... 11
SLAV TEACHER-LIBRARIAN PROGRAM P-6 ..................................................................................... 11
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS ...................................... 12
VELS Learning Focus English Level 2 .............................................................................................................................................................. 12
VELS Learning Focus Thinking Processes Level 2 .......................................................................................................................................... 12
VELS Learning Focus Personal Learning Level 2 ............................................................................................................................................ 12
Page 1 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
VELS Learning Focus Interpersonal Learning Level 2 .................................................................................................................................... 12
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2 ............................... 12
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2
13
READING AND VIEWING .................................................................................................................................................................................... 13
SPEAKING AND LISTENING .............................................................................................................................................................................. 14
AUSTRALIAN CURRICULUM PRIORITIES .......................................................................................... 17
Aboriginal and Torres Strait Islander histories and cultures............................................................................................................................ 17
Asia and Australia’s Engagement with Asia ...................................................................................................................................................... 17
ACHIEVEMENT STANDARDS .................................................................................................................................................................................... 18
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS ..... 18
VELS English Standards Years 1 & 2 ................................................................................................................................................................. 18
VELS Thinking Processes Standards Years 1 & 2 ........................................................................................................................................... 18
VELS Personal Learning Standards Years 1 & 2 ............................................................................................................................................. 18
VELS Interpersonal Learning Standards Foundation Years 1 & 2 ................................................................................................................. 18
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH .................................... 19
AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2 ..................................................................................................................................... 19
PoLT (Principles of Learning and Teaching) .......................................................................................... 19
PoLT focus to be embedded in this unit. ............................................................................................................................................................ 19
Page 2 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Resources
Activities
LESSON SEQUENCES
Lesson 1
Set up teaching groups (4)
before the lesson).
Review rules of the library.
Discuss care of books, working
with others and consequences of
choosing to break the rules.
Review borrowing procedures
i.e. locating Picture Books and
Non Fiction.
Cue in by talking about fairy tales
and where they come from. Are
they Australian stories? How do
you know? Introduce Red Riding
Hood as a story from Francei,
show location of France on a
globe of the world.
Read Little Red Riding Hood.
Discuss how is this story similar
to other versions children know?
Why did Red Riding Hood
disobey her mother? Values
education: Was she honest and
trustworthy? Would her mother
forgive her?
Whole class: Thinking activity:
Use Character Rating Grid to
analyse Red Riding Hood’s
character, discussing evidence
from the story for opinion.
Introduce table groups.
Activity: Draw the best part of the
story.
No borrowing this week.
Assessment for Learning:
Observe for readiness:
engagement; participation;
familiarity with library routines.
Globe of the world
Lesson 2
Cue in with discussion about what
children have seen or experienced
to do with Chinese New Year.
Distribute items from items (e.g.
trishaw, chopsticks, jade stamper,
mini abacus) in Chinese Discovery
Box to teams; children guess what
they are and what they are used for.
Share ideas.
Using pictures from picture set
China Today discuss the Great Wall,
and the Forbidden City (i.e. the
emperor’s palace). Read The Seven
Chinese Brothers & discuss
sequence of events and
characterisation, linking with
students’ own experience of people
who behave in the same way.
Introduce NF texts about China:
identify text features of NF i.e. table
of contents, index, pictures with
captions & paragraphs under
headings and sub headings.
Model browsing texts, reading
captions, Students browse N/F texts;
write and draw an interesting fact
about China.
Browsing and borrowing
Introduce Personal Learning
Journals.
Lesson 3
Remind students that last week’s
story was from China which is part
of Asia, locate on globe and elicit the
name of the ‘long thin country’ in the
southwest of Asia i.e. Vietnam.
Show Vietnamese headdress &
explain its use, & show relevant
pictures from N/F texts about
Vietnam, i.e. growing & harvesting
rice, women’s clothing, & buildings
painted in Royal Yellow e.g. the
Opera House.
Discuss text features of NF books
and how they are different to fiction
books.
Read The Golden Slipper, pausing
to identify aspects which are similar
to the Cinderella story.
Model completing PMI: The Golden
Slipper (a legend from Vietnam):
What did/didn’t you like, what was
interesting about this story?
Browsing and borrowing
Complete Personal Learning
Journals.
Lesson 4
Remind students that last week’s
story was from Vietnam which is part
of Asia; this week’s story is from a
different continent. Elicit name of
continent by listing wild animals that
live there e.g. lions & elephants.
Locate on globe and talk about the
many countries on the continent.
Identify Zimbabwe and South Africa
as source of today’s story.
Show African artefacts & discuss.
Using selected NF texts, show
aspects of life in South Africa &
Zimbabwe. Review text features of
NF books and how they are different
to fiction books.
Read Mufaro’s Beautiful Daughters,
an African Tale, pausing to identify
strong emotions in the story:
jealousy, anger, fear. Discuss the
behaviour of the two girls, linking to
other stories of jealous siblings
children know of e.g. Cinderella.
Model completing Stories Around
the World worksheet, listing name of
story, country and continent and
drawing a scene from the story that
includes the main characters,
showing their physical
characteristics.
Browsing and borrowing
Complete Personal Learning
Journals.
Globe of the world
Globe of the world
Globe of the world
Little Red Riding Hood, retold &
illustrated by Trina Schart Hyman
(398 LIT).
The Seven Chinese Brothers retold
by Margaret Mahy, Scholastic, 1990
(398 MAH)
Chinese Discovery Box
The Golden Slipper retold by Darrell
Lum, Legends of the World, Troll
Associates, 1994
Selected N/F books about Vietnam
Globe of the world
Mufaro’s Beautiful Daughters, an
African Tale by John Steptoe (398
STE)
Page 3 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
VELS
Learning Focus
Level 2
SLAV Library program
Special needs
Lesson 1
Lesson 3
(959)
Teacher-made PMI about The
Golden Slipper.
Observe for at-risk, ESL and
gifted students.
Lesson 2
China Today (PP 951 LEY)
Selected N/F books about China
(951)
Personal Learning Journals
 At risk/ESL: provide assistance
with reading & vocabulary
 Gifted: challenge students to
search for aspects of life in
China different/the same as
Australia.
LS 2.1 distinguish between
picture story and factual books
LS 2.2 verbalise obvious themes
in picture story books
LS 2.3 verbalise sequence of
main events in stories
LS 2.1 distinguish between picture
story and factual books
LS 2.2 verbalise obvious themes in
picture story books
LS 2.3 verbalise sequence of main
events in stories
Thinking Processes: Students
develop their skills in making
accurate observations about
people and events, and they
begin to use a variety of means
to record their observations.
They develop their own
explanations for the observations
they make and learn to question
the accuracy of other people’s
explanations. They begin to
understand that people are more
likely to believe explanations if
evidence or reasons are
provided.
Personal Learning Focus: Students
begin to record their feelings and
understanding about their learning,
responding to prompts which help
them acknowledge their successes,
noting where improvements could
be made and reflecting on the effort
they put into particular tasks.
With teacher assistance, modelling
and scaffolding students will be able
to:
LS 2.1 distinguish between picture
story and factual books
LS 2.2 verbalise obvious themes in
picture story books
LS 2.3 verbalise sequence of main
events in stories
LS 2.5 describe the setting for a
particular picture story book
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured tasks
that have clear outcomes and a set
time frame.



Page 4 of 19
At risk
ESL
Gifted


At risk/ESL: provide assistance
with spelling and vocabulary
Gifted: challenge students to
write longer sentences with
adjectives.
Lesson 4
Selected NF books about Africa &
artefacts
Teacher-made Stories around the
World Worksheet
 At risk/ESL: provide assistance
to identify & orally describe
physical characteristics
 Gifted: challenge students to
include aspects of the setting in
the picture.
LS 2.4 identify the main characters
from particular picture story books
and describe significant physical
features
LS 2.5 describe the setting for a
particular picture story book
LS 2.6 identify strong emotions that
occur in a picture story book and
explain the contribution of the
illustrations to that end
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured tasks
that have clear outcomes and a set
time frame.
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
E5
Australian
Australian
curriculum
curriculum Content
Content
Year 1
Year 2
Lesson 1
Discuss how authors create
characters using language and
images (ACELT1581)
Lesson 2
Discuss characters and events in a
range of literary texts and share
personal responses to these texts,
making connections with students'
own experiences (ACELT1582)
Lesson 3
Express preferences for specific
texts and authors and listen to the
opinions of others (ACELT1583)
Lesson 4
Discuss how authors create
characters using language and
images (ACELT1581)
Identify aspects of different types
of literary texts that entertain,
and give reasons for personal
preferences (ACELT1590)
Discuss how depictions of
characters in print, sound and
images reflect the contexts in which
they were created (ACELT1587)
Compare opinions about characters,
events and settings in and between
texts (ACELT1589)
Discuss how depictions of
characters in print, sound and
images reflect the contexts in which
they were created (ACELT1587)
Negotiate simple rubric with clear
expectations about what kind of
work deserves a sticker. Revisit
the rubric, especially with at-risk
students.
Negotiate simple rubric with clear
expectations about what kind of
work deserves a sticker. Revisit the
rubric, especially with at-risk
students
Negotiate simple rubric with clear
expectations about what kind of
work deserves a sticker. Revisit the
rubric, especially with at-risk
students
Develop simple rubric with clear
expectations about what kind of
work deserves a sticker. Stress that
the picture must show the main
characters & their physical
characteristics. Revisit the rubric,
especially with at-risk students.
Page 5 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Activities
Lesson 5
Remind students that last week’s
story was from South Africa, a
country in the continent of Africa;
this week’s story is from a different
continent. Elicit name of country by
listing wild animals that live there
e.g. tigers and elephants. Locate
on globe and talk about other
countries on the continent. Identify
India on the continent of Asia as the
source of today’s story.
Show Indian artefacts & discuss.
Using selected NF texts, show
aspects of life in India including
tigers & jackals and explain that a
Brahmin is a member of the priestly
casteii. Review text features of NF
books and how they are different to
fiction books.
Read The Tiger, the Brahmin and
the Jackal pausing to identify strong
emotions and behaviours in the
story: fear, compassion, greed,
deceit, & anger. Discuss the
behaviour of the two animals,
linking to other stories of sneaky
animals that they know of e.g. in
Aesop’s Fables.
Model completing Stories Around
the World worksheet, listing name
of story, country and continent and
drawing a scene from the story that
includes the main characters,
showing their physical
characteristics.
Browsing and borrowing
Complete Personal Learning
Journals.
Page 6 of 19
Lesson 6
Remind students that last week’s
story was from India, a country in
the continent of Asia; this week’s
story is from off shore islands in the
same continent. Elicit name of
country by naming Bali as a place
that many Australians visit and by
using Indonesian words the
children know e.g. greetings.
Locate Indonesia on globe and
discuss how many islands make up
Indonesia (more than 18000).
Identify Bali in Indonesia in SE Asia
as the source of today’s story.
Show Indonesian artefacts &
discuss. Using selected NF texts,
show aspects of life in Indonesia.
Explain that the lion in the story is
not the African lion but the Asiatic
lion now found only in the wild in
India, and that Indian people once
lived in Indonesia and that is why
some of their stories include Indian
animals.
Read Gecko’s Complaint pausing
to identify strong emotions and
behaviours in the story: impatience,
unkindness, blaming others.
Discuss the behaviour of the
animals, linking to other stories of
animals that they know of e.g. in
Aesop’s Fables.
Model completing Stories Around
the World worksheet, listing name
of story, country and continent and
drawing a scene from the story that
includes main characters, showing
their physical characteristics
Browsing and borrowing
Complete Personal Learning
Journals.
Lesson 7
Remind students that last week’s
story was from Indonesia, in
Southeast Asia; this week’s story is
from the northern hemisphere.
Elicit name of country by naming
some of the famous landmarks of
France such as the Eiffel Tower.
Locate on globe and identify Paris
as the capital. City
Using selected NF texts, show
aspects of life in France. Explain
that many stories from Europe have
been shared around the world
especially in English speaking
countries.
Read Puss in Books pausing to
identify strong emotions and
behaviours in the story: ingratitude,
cruelty, lying, cunning, threats,
cheating. Discuss the behaviour of
the animals, linking to other stories
of animals that they know of e.g. in
Aesop’s Fables.
Model a character analysis sheet
comparing the behaviours of Puss
in Boots.
Students complete their Character
Analysis Worksheet and then
illustrate the story on the back.
Browsing and borrowing
Complete Personal Learning
Journals.
Lesson 8
Remind students that last week’s
story was from France in Europe;
this week’s story is also from the
northern hemisphere but from a
different continent. Elicit name of
country by naming some of famous
places in America such as
Disneyland. Locate on globe and
identify Washington as the capital
city.
Using selected NF texts, show
aspects of life in America. Explain
that many stories from America
have been shared around the world
especially in English speaking
countries.
Read Rip Van Winkle pausing to
identify clothing which shows the
era and the changes in the setting.
Using the detailed facial
expressions in the illustrations,
discuss the impact of time travel on
Rip Van Winkle, (his physical
appearance and his emotions).
Was it an enjoyable experience?
Model a PMI showing the
advantages and disadvantages of
time travel.
Students complete their PMI with
sentences and illustrations from the
story.
Browsing and borrowing
Complete Personal Learning
Journals
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Resources
Special needs
SLAV Library program
Lesson 6
Gecko’s Complaint retold by Ann
Martin Bowler (398 BOW)
Globe of the world
Selected NF books about
Indonesia, & artefacts
Teacher-made Stories around the
World Worksheet from previous
lesson.
Lesson 7
Puss in Boots by Charles Perrault,
illustrated by Fred Marcellino (398
PER)
Globe of the world
Selected NF books about France
Teacher-made Character Analysis
Worksheet
Lesson 8
Rip Van Winkle, Once Upon a Time
Stories, (398 RIP)
Globe of the world
Selected NF books about America
Teacher-made PMI about Time
Travel worksheet



With teacher assistance, modelling
and scaffolding students will be
able to:
LS 2.1 distinguish between picture
story and factual books
LS 2.2 verbalise obvious themes in
picture story books
LS 2.3 verbalise sequence of main
events in stories
LS 2.4 identify the main characters
from particular picture story books
and describe significant physical
features
With teacher assistance, modelling
and scaffolding students will be
able to:
LS 2.1 distinguish between picture
story and factual books
LS 2.2 verbalise obvious themes in
picture story books
LS 2.3 verbalise sequence of main
events in stories
LS 2.4 identify the main characters
from particular picture story books
and describe significant physical
features
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured
tasks that have clear outcomes and
a set time frame.
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured
tasks that have clear outcomes and
a set time frame.
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured
tasks that have clear outcomes and
a set time frame.
VELS
Learning
Focus
Level 2VELS
standard/s
Level 2
Lesson 5
The Tiger, the Brahmin and the
Jackal by K. Lock and D. Kennett,
Era Publications, 1995
Globe of the world
Selected NF books about India, &
artefacts
Teacher-made Stories around the
World Worksheet from previous
lesson
 At risk/ESL: use pictures in the
book to review the sequence of
events; encourage full
sentences to describe favourite
part for the picture.
 Gifted: discuss the ethics
behind the resolution: why did
the Brahmin stick by his
bargain?
With teacher assistance, modelling
and scaffolding students will be
able to:
LS 2.1 distinguish between picture
story and factual books
LS 2.2 verbalise obvious themes in
picture story books
LS 2.3 verbalise sequence of main
events in stories
LS 2.4 identify the main characters
from particular picture story books
and describe significant physical
features
Page 7 of 19

At risk/ESL: use pictures in the
book to review the sequence of
events; encourage full
sentences to describe favourite
part for the picture.
Gifted: Draw a chain of events
sequence showing how each
animal complained about
another.

At risk/ESL: use pictures in the
book to review the actions of
the cat; encourage full
sentences to explain reasons
why they think the way they do.
Gifted: Draw what will happen
next: will they live happily ever
after?

At risk/ESL: use pictures in the
book to review the sequence of
events, encourage full
sentences to explain reasons
why they think the way they do.
Gifted: Evaluate the ending:
would he really be happy ever
after?
With teacher assistance, modelling
and scaffolding students will be
able to:
LS 2.2 verbalise obvious themes in
picture story books
LS 2.4 identify the main characters
from particular picture story books
and describe significant physical
features
LS 2.5 describe the setting for a
particular picture story book
LS 2.6 identify strong emotions that
occur in a picture story book and
explain the contribution of the
illustrations to that end
Personal Learning Focus: Students
begin to take responsibility for
managing their time and resources
within the context of structured
tasks that have clear outcomes and
a set time frame.
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Australian
curriculum
Content
Year 1
E5
Australian
curriculum
Content
Year 2
Lesson 5
Discuss how authors
create
characters using language and
images (ACELT1581)
Lesson 6
Discuss how authors
create
characters using language and
images (ACELT1581)
Lesson 7
Express preferences for specific
texts and authors and listen to the
opinions of others (ACELT1583)
Lesson 8
Discuss how authors create
characters using language and
images (ACELT1581)
Identify aspects of different types of
literary texts that entertain, and give
reasons for personal preferences
(ACELT1590)
Identify aspects of different types of
literary texts that entertain, and give
reasons for personal preferences
(ACELT1590)
Compare opinions about
characters, events and settings in
and between texts (ACELT1589)
Discuss how depictions of
characters in print, sound and
images reflect the contexts in which
they were created (ACELT1587)
Some Year 1 students are having
difficulty completing the expected
amount of work. Focus on these
children with supportive strategies
that enable them to focus on the
rubric for ‘getting a sticker’.
Some Year 1 students are having
difficulty completing the expected
amount of work. Focus on these
children with supportive strategies
that enable them to focus on the
rubric for ‘getting a sticker’
Introduce self-assessment using a
simple negotiated rubric & record
expectations for achieving ‘3’ i.e.
the expected level that earns a
sticker, record it on the w/b and at
the end of the lesson students selfassess whether they should get a
sticker or not. Revisit the rubric,
especially with at-risk students. At
the end of the lesson ask ‘what
should I give you for your work
today?’
Continue self-assessment using a
simple negotiated rubric. Negotiate
expectations for achieving ‘3’ i.e.
the expected level that earns a
sticker, record it on the w/b and at
the end of the lesson students selfassess whether they should get a
sticker or not.
Page 8 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Activities
Resources
Special
needs
SLAV Library
program
VELS
standards
Level 2
Lesson 9
Review other countries we have
visited through our stories & then
locate Australia on a globe of the
world. Introduce Aboriginal legends
and show books from our collection.
Introduce map of Aboriginal
languages and explain how each
Country had its own language and
special stories called Dreaming
Stories.
View The Rainbow Serpent.
Introduce storyboarding technique,
modelling a long shot, a medium
shot and a close up. Students
storyboard the film they have
viewed, showing the beginning,
middle and end of the story.
Browsing and borrowing.
Supplementary lesson for 1LR: view
additional film & storyboard as
before
Lesson 10
Lesson 11
DVD: The Rainbow Serpent and 2 Other
Stories (AV 298 ROU) (Duration 32
mins)
Globe
Teacher-made basic storyboarding
worksheet
LS 2.2F describe the locale and
setting for a particular film
Film as Text:
LS 1.1F identify film as a literary
form
LS 1.2F describe where the story
takes place in particular film
LS 1.3F identify strong emotions that
occur in a film that is viewed
English: They listen to and interpret
texts such as serialised readings or
films.
Page 9 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Lesson 10
Lesson 11
Australian Australian
curriculum curriculum
Content
Content
Year 2
Year 1
Lesson 9
Express preferences for specific
texts and authors and listen to the
opinions of others (ACELT1583)
E5
Compare opinions about characters,
events and settings in and between
texts (ACELT1589)
Stimulate interest and curiosity in
Aboriginal legends with discussion
about map of Australia showing
Aboriginal languages.
Page 10 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Key Understandings for Assessment
Stories from other cultures & from long ago are part of Australian history and
culture, even when the story comes from another country.
Characters in traditional tales are like people in real life (in appearance,
temperament, and ways of behaviour).
Traditional tales usually have a moral…which makes us think about the right
way to behave.
Focus Questions
Could this story really happen?
Who are the characters in the story? What do they look like?
List physical characteristics on whiteboard and refer students also to poster on
noticeboard.
Do you know people who dress like that?
Do you know any houses like that? Is this story from now or from long ago? How
can you tell?
Are there goodies and baddies in this story?
What do you think the person who made up this story wanted us to think about?
(Identifying the moral: e.g. Be careful what you wish for).
LEARNING FOCUS
SLAV TEACHER-LIBRARIAN PROGRAM P-6
Literary skills
Page 11 of 19
With teacher assistance, modelling and scaffolding students will be able to:
LS 2.1 distinguish between picture story and factual books
LS 2.2 verbalise obvious themes in picture story books
LS 2.3 verbalise sequence of main events in stories
LS 2.4 identify the main characters from particular picture story books and describe significant physical features
LS 2.5 describe the setting for a particular picture story book
LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that
end
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS
VELS
Learning
Focus
English
Level 2
VELS
Learning
Focus
Thinking
Processes
Level 2
VELS
Learning
Focus
Personal
Learning
Level 2
VELS
Learning
Focus
Interpersonal
Learning
Level 2
Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and
information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and interpret texts
such as serialised readings or films.
Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and describe,
compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and
objects.
As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning experiences
which involve a variety of learning styles and approaches to learning.
With teacher support, they reflect on those approaches which they believe help them learn most effectively. Students begin to record their
feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where
improvements could be made and reflecting on the effort they put into particular tasks.
Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. They
begin to recognise that learning from mistakes is an important attribute of being a good learner.
With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to recognise
their contribution to the achievement of a positive learning environment in the classroom.
Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a
set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on
their achievements.
Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of
others. They compare these with their own emotional responses and adjust their behaviour in response.
Students learn to stay on task and share resources fairly..
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should
balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading,
viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit
and strengthen these as needed.
The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from
and about Asia.
Australian Curriculum English Level Description Year 1
Australian Curriculum English Level Description Year 2
Page 12 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
In Level 1, students communicate with peers, teachers, known adults and
students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read,
view and interpret spoken, written and multimodal texts designed to
entertain and inform. These encompass traditional oral texts including
Aboriginal stories, picture books, various types of stories, rhyming verse,
poetry, non-fiction, film, dramatic performances, and texts used by students
as models for constructing their own texts.
In Level 2, students communicate with peers, teachers, students from other
classes, and community members.
Students engage with a variety of texts for enjoyment. They listen to, read,
view and interpret spoken, written and multimodal texts in which the
primary purpose is to entertain, as well as texts designed to inform and
persuade. These encompass traditional oral texts, picture books, various
types of print and digital stories, simple chapter books, rhyming verse,
poetry, non-fiction, film, multimodal texts, dramatic performances, and texts
used by students as models for constructing their own work.
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2
READING AND VIEWING
NB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or Literacy.
Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential
Literature program within Library lessons.
Year 1 Content
Year 2 Content
Language
Elaborations
Language
Elaborations
Understand that the
Understand
that
 discussing and comparing the purposes of
 identifying the topic and type of a text through its
purposes texts
different types of
familiar texts drawn from local contexts and
visual presentation, for example cover design,
serve shape their
texts have
interests
packaging, title/subtitle and images
structure in
identifiable text
 becoming familiar with the typical stages of
 becoming familiar with the typical stages of text
predictable ways
structures and
types of text including recount and procedure
types, for example simple narratives,
(ACELA1447
language features
instructions and expositions
that help the text
serve its purpose
(ACELA1463)
Compare different
 talking about what is ‘real’ and what is imagined
kinds of images in
in texts, for example ‘This is the section about
narrative and
platypuses in the book about mammals’
informative texts
and discuss how
they contribute to
meaning
(ACELA1453)
Understand
 learning about how books and digital texts are
concepts about print
organised including page numbers, table of
and screen,
contents, headings, images with captions and
including how
the use of scrolling to access digital texts
different types of
texts are organised
using page
numbering, tables of
content, headings
and titles, navigation
Page 13 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
buttons, bars and
links (ACELA1450)

Literature
Discuss the
characters and
settings of different
texts and explore
how language is
used to present
these features in
different ways
(ACELT1591)
Literacy
Respond to texts
drawn from a range
of cultures and
experiences
(ACELY1655)
Elaborations
 exploring some of the meanings and teachings
embedded in Dreaming stories
 using drawing and writing to depict and
comment on people and places beyond their
immediate experience
Literacy
Discuss different
texts on a similar
topic, identifying
similarities and
differences
between the texts
(ACELY1665)
Describe some
differences between
imaginative
informative and
persuasive texts
(ACELY1658)

Identify the
audience of
imaginative,
informative and
persuasive texts
(ACELY1668)
comparing and discussing texts identifying
some features that distinguish those that ‘tell
stories’ from those that ‘give opinions’
Elaborations
 describing plots including beginnings
(orientation), how the problem (complication) is
introduced and solved (resolution), and
considering how these features construct
meanings
 identifying features of imaginary or fantasy texts,
for example magic powers, shifts in time
 investigating Aboriginal stories, found from
online sources, that explain physical features of
the landscape and identify and describe the
common features of language used
Elaborations
 identifying examples and features of different
kinds of spoken, non-verbal, written and visual
communication from Aboriginal and Torres Strait
Islander communities and from several Asian
cultures within Australia
 comparing two or more versions of the same
topic by different authors or from different
cultures, describing similarities and differences
 identifying the main purpose of a text, including
whether the author wants to entertain, explain or
persuade and considering how audiences might
respond to those texts
SPEAKING AND LISTENING
Year 1 Content
Language
Page 14 of 19
Elaborations

Year 2 Content
Language
Identify language
that can be used for
appreciating texts
and the qualities of
people and things
(ACELA1462)
Elaborations
 exploring in stories, everyday and media texts
moral and social dilemmas; such as right and
wrong, fairness/unfairness, inclusion and
exclusion; learning to use language to describe
actions and consider consequences
 exploring how language is used to construct
characters and settings in narratives, including
choice of nouns such as ‘girl’, ‘princess’ or
‘orphan’, and choice of adjectives such as
‘gentle’, ‘timid’ or ‘frightened’
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
Literature
Express preferences
for specific texts and
authors and listen to
the opinions of
others (ACELT1583)
Elaborations
 sharing favourite texts and authors and some
reasons for preferences
 discussing different texts and considering what
is entertaining or appealing
 discussing different texts and considering what
is entertaining or appealing and why
Discuss characters
and events in a
range of literary
texts and share
personal responses
to these texts,
making connections
with students' own
experiences
(ACELT1582)
Discuss how
authors create
characters using
language and
images
(ACELT1581)

Discuss features of
plot, character and
setting in different
types of literature
and explore some
features of
characters in
different texts
(ACELT1584)
Literacy
Engage in
Page 15 of 19


discussing characters from books and films and
whether these are life-like or imaginary (for
example talking animals)
comparing characters and events in texts to
students’ own experiences
identifying similarities between texts from
different cultural traditions, for example
representations of dragons in traditional
European and Asian texts, and how spiritual
beings are represented in Aboriginal and Torres
Strait Islander stories
 identifying some features of characters and how
particular words and images convey qualities of
their nature, for example some characters are
portrayed as shy, others adventurous
 discussing the characters of fictional animals
and how they relate to those of humans
 examining different types of literature including
traditional tales, humorous stories and poetry
 discussing similarities and differences between
texts ( for example features of main characters
in different stories)
 discussing features of book settings including
time (level, season) and place (country or city,
realistic or imagined)
 discussing how plots develop including:
beginnings (orientation), how the problem
(complication) is introduced and solved
(resolution
Elaborations
 listening for details in spoken informative texts
Literature
Discuss how
depictions of
characters in print,
sound and images
reflect the contexts
in which they were
created
(ACELT1587)
Identify aspects of
different types of
literary texts that
entertain, and give
reasons for
personal
preferences
(ACELT1590)
Elaborations
 exploring iconography of Aboriginal and Torres
Strait Islander cultures
 recognising recurring characters, settings and
themes in Dreaming stories experienced through
texts, films and online sources
 discussing moral and teaching stories from
varied cultures, identifying and comparing their
central messages
 describing features of texts from different
cultures including recurring language patterns,
style of illustrations, elements of humour or
drama, and identifying the features which give
rise to their personal preferences
 connecting the feelings and behaviours of
animals in anthropomorphic stories with human
emotions and relationships
Compare opinions
about characters,
events and settings
in and between
texts (ACELT1589)

discussing each other’s preferences for stories
set in familiar or unfamiliar worlds, or about
people whose lives are like or unlike their own
Identify, reproduce
and experiment
with rhythmic,
sound and word
patterns in poems,
chants, rhymes and
songs
(ACELT1592)

exploring poems, chants, rhymes or songs from
different cultures which class members may
bring from home
Literacy
Listen for specific
Elaborations
 using spoken language for problem solving, and
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
conversations and
discussions, using
active listening
behaviours, showing
interest, and
contributing ideas,
information and
questions
(ACELY1656)





Use interaction skills
including turntaking, recognising
the contributions of
others, speaking
clearly and using
appropriate volume
and pace
(ACELY1788)






Page 16 of 19
participating in informal and structured class,
group and pair discussions about content area
topics, ideas and information
speaking clearly and with appropriate volume
interacting confidently and appropriately with
peers, teachers, visitors and community
members
learning to value listening, questioning and
positive body language and understanding that
different cultures may approach these differently
formulating different types of questions to ask a
speaker, such as open and closed questions
and ‘when’, ‘why’ and ‘how’ questions
identifying turn-taking patterns in group and pair
work (for example initiating a topic, changing a
topic when appropriate, staying on task,
supporting other speakers, eliciting responses,
being supportive and attentive listeners, asking
relevant questions, providing useful feedback,
prompting, checking understanding, 'sharing the
talking space')
participating in pair, group and class speaking
and listening situations, including informal
conversations and class discussions,
contributing ideas and listening to the
contributions of others
taking turns, asking and answering questions
and attempting to involve others in discussions
demonstrating active listening behaviour and
responding to what others say in pair, group
and class discussions
experimenting with voice volume and pace for
particular purposes including making
presentations, retelling stories and reciting
rhymes and poems
attempting correct pronunciation of new
vocabulary
purposes and
information,
including
instructions, and
extend students’
own and others'
ideas in
discussions
(ACELY1666)
Use interaction
skills including
initiating topics,
making positive
statements and
voicing
disagreement in an
appropriate
manner, speaking
clearly and varying
tone, volume and
pace appropriately
(ACELY1789)











exploring ideas and concepts
listening for specific information and providing
two or more key facts from an informative text
spoken or read aloud
listening to, remembering and responding to
detailed instructions
discussing appropriate conventions to use in
group discussions
exploring ways to comment on what others say,
including using sentence starters such as ‘I like
the way you…’, ‘I agree that …’, ‘I have a
different thought…’, ‘I’d like to say something
different…’
participating in pair, group and class speaking
and listening situations, including informal
conversations, class discussions and
presentations
demonstrating appropriate listening behaviour,
responding to and paraphrasing a partner’s
contribution to a discussion, such as
think/pair/share activities
asking relevant questions and making
connections with personal experiences and the
contributions of others
brainstorming topics, contributing ideas and
acknowledging the ideas of others
speaking clearly and with appropriate intonation
understanding how to disagree with a point of
view or offer an alternative idea courteously
experimenting with presentation strategies such
as pitch, volume and intonation
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
AUSTRALIAN CURRICULUM PRIORITIES
Aboriginal
and Torres
Strait
Islander
histories and
cultures
Asia and
Australia’s
Engagement
with Asia
Page 17 of 19
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this
priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world
view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool
for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is
approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the
curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with
the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing
development of Australia.
The Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China, India and
other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive. An understanding of
Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and
global communities, and build Australia’s social, intellectual and creative capital.
This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about the
histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the Australian
community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.
Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and humanitarian
assistance and this engagement is vital to the prosperity of all Australians.
The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of mathematics in
Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the human understanding of
number, algebra and trigonometry.
Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area, students
investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical concepts such as patterns
and symmetry in art and architecture. Investigations involving data collection and representation can be used to examine issues pertinent to the
Asia region.
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
ACHIEVEMENT STANDARDS
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS
VELS English Standards Years 1 & 2
Speaking and listening Standard Level 2
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that
they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and
endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking
clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information
presented. They listen to others and respond appropriately to what has been said.
Reading Standard Level 2
At Level 2, students ……identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
VELS Thinking Processes Standards Years 1 & 2
No standard till Level 3
VELS Personal Learning Standards Years 1 & 2
No standard till Level 3
VELS Interpersonal Learning Standards Foundation Years 1 & 2
Building social relationships
At Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that
there are consequences for their actions. They take appropriate steps to resolve simple conflicts.
Working in teams
At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With
teacher support, they describe their contribution to the activities of the team.
Page 18 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH
AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2
Year 1 Reading and viewing achievement standard
By the end of Level 1, students understand the different purposes of texts.
They make connections to personal experience when explaining characters
and main events in short texts. They identify the language features, images
and vocabulary used to describe characters and events. ….
Year 1 Speaking and listening achievement standard
They listen to others when taking part in conversations using appropriate
language features... Students understand how characters in texts are
developed and give reasons for personal preferences. ….They interact in
pair, group and class discussions, taking turns when responding…
Year 2 Reading and viewing achievement standard
By the end of Level 2 students understand how similar texts share
characteristics by identifying text structures and language features used to
describe characters, settings and events….
Year 2 Writing achievement standard
They listen for particular purpose …. When discussing their ideas and
experiences, students use everyday language features and topic-specific
vocabulary. They explain their preferences for aspects of texts using other
texts as comparisons… Students use a variety of strategies to engage in
group and class discussions and make presentations.
PoLT (Principles of Learning and Teaching)
PoLT focus
to be
embedded in
this unit.
i
ii
Assessment practices are an integral part of teaching and learning.
In learning environments that reflect this principle the teacher:
5.1 designs assessment practices that reflect the full range of learning program objectives
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self-assessment
5.5 uses evidence from assessment to inform planning and teaching.
Little Red Riding Hood was first published by Charles Perrault in Histoires ou contes du temps passé in 1697. See http://en.wikipedia.org/wiki/Little_Red_Riding_Hood
See http://en.wikipedia.org/wiki/Brahmin
Page 19 of 19
Stories from around the World, a Y1&2 AC English Literature Unit designed by Lisa Hill, Mossgiel Park PS.