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CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 1-2

CONTENT DESCRIPTIONS 1 2 3 4

LANGUAGE

Language variation and change


YEAR 1 YEAR 2

Understand that people use different Understand that spoken, visual and
systems of communication to cater to written forms of language are different
different needs and purposes and that modes of communication with
many people may use sign systems to different features and their use varies
communicate with others according to the audience, purpose,
(ACELA1443 - Scootle ) context and cultural background
(ACELA1460 - Scootle )

Language for interaction


Understand that language is used in Understand that language varies when
combination with other means of people take on different roles in social
communication, for example facial and classroom interactions and how
expressions and gestures to interact the use of key interpersonal language
with others resources varies depending on context
(ACELA1444 - Scootle ) (ACELA1461 - Scootle )
Understand that there are different Identify language that can be used for
ways of asking for information, making appreciating texts and the qualities of
offers and giving commands people and things (ACELA1462 -
(ACELA1446 - Scootle ) Scootle )
Explore different ways of expressing
emotions, including verbal, visual,
body language and facial expressions
(ACELA1787 - Scootle )

Text structure and organisation


Understand that the purposes texts Understand that different types of
serve shape their structure in texts have identifiable text structures
predictable ways (ACELA1447 - and language features that help the
Scootle ) text serve its purpose (ACELA1463
- Scootle )
Understand patterns of repetition and Understand how texts are made
contrast in simple texts cohesive through resources, for
(ACELA1448 - Scootle ) example word associations, synonyms,
and antonyms (ACELA1464 -
Scootle )
CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 3/4
CONTENT DESCRIPTIONS 1 2 3 4

Recognise that different types of Recognise that capital letters signal


punctuation, including full stops, proper nouns and commas are used to
question marks and exclamation separate items in lists
marks, signal sentences that make (ACELA1465 - Scootle )
statements, ask questions, express
emotion or give commands
(ACELA1449 - Scootle )
Understand concepts about print and Know some features of text
screen, including how different types organisation including page and
of texts are organised using page screen layouts, alphabetical order, and
numbering, tables of content, different types of diagrams, for
headings and titles, navigation example timelines (ACELA1466 -
buttons, bars and links
Scootle )
(ACELA1450 - Scootle )

Expressing and developing ideas


Identify the parts of a simple sentence Understand that simple connections
that represent ‘What’s happening?’, can be made between ideas by using
‘What state is being described?’, ‘Who a compound sentence with two or
or what is involved?’ and the more clauses usually linked by a
surrounding circumstances coordinating conjunction
(ACELA1451 - Scootle ) (ACELA1467 - Scootle )
Explore differences in words that Understand that nouns represent
represent people, places and things people, places, concrete objects and
(nouns, including pronouns), abstract concepts; that there are three
happenings and states (verbs), types of nouns: common, proper and
qualities (adjectives) and details such pronouns; and that noun
as when, where and how (adverbs) groups/phrases can be expanded
(ACELA1452 - Scootle ) using articles and adjectives
(ACELA1468 - Scootle )
Compare different kinds of images in Identify visual representations of
narrative and informative texts and characters’ actions, reactions, speech
discuss how they contribute to and thought processes in narratives,
meaning (ACELA1453 - and consider how these images add to
or contradict or multiply the meaning
Scootle ) of accompanying words
(ACELA1469 - Scootle )
Understand the use of vocabulary in Understand the use of vocabulary
everyday contexts as well as a about familiar and new topics and
growing number of school contexts, experiment with and begin to make
including appropriate use of formal conscious choices of vocabulary to suit
and informal terms of address in audience and purpose
different contexts (ACELA1454 - (ACELA1470 - Scootle )
Scootle )

Phonics and Word knowledge


CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 1-2
CONTENT DESCRIPTIONS 1 2 3 4

Manipulate phonemes in spoken Orally manipulate more complex


words by addition, deletion and sounds in spoken words through
substitution of initial, medial and knowledge
final phonemes to generate new of blending and segmenting sounds,
words (ACELA1457 - Scootle ) phoneme deletion and substitution
in combination with use of letters
in reading and writing
(ACELA1474 - Scootle )

Use short vowels, common long Understand how to use


vowels, consonant digraphs knowledge of digraphs, long
and consonant blends when writing, vowels, blends and silent letters
and blend these to spell one and two syllable words
to read single syllable words including some compound words
(ACELA1458 - Scootle ) (ACELA1471 - Scootle )

Understand that a letter can Build morphemic word families


represent more than one sound using knowledge of prefixes and
and that a syllable must contain suffixes
a vowel sound (ACELA1459 - (ACELA1472 - Scootle )
Scootle )

Understand how to spell one and Use knowledge of letter patterns


two syllable words with common and morphemes
letter patterns (ACELA1778 - to read and write high-frequency
Scootle ) words and words whose spelling is
not predictable from their sounds
(ACELA1823 - Scootle )

Recognise and know how to use Use most letter-sound matches


simple grammatical morphemes including vowel digraphs, less
to create word families (ACELA1455 common long vowel patterns,
- Scootle ) letter clusters and silent letters
when reading and writing words
of one or more syllable (ACELA1824
- Scootle )

Use visual memory Understand that a sound can be


to read and write high-frequency represented by various letter
words (ACELA1821 - Scootle ) combinations (ACELA1825 -
Scootle )

Segment consonant blends or


clusters into separate phonemes
at the beginnings and ends of
one syllable words (ACELA1822 -
Scootle )

LITERATURE
CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 3/4
CONTENT DESCRIPTIONS 1 2 3 4

Literature and context


Discuss how authors create characters Discuss how depictions of characters
using language and images in print, sound and images reflect the
(ACELT1581 - Scootle ) contexts in which they were created
(ACELT1587 - Scootle )

Responding to literature
Discuss characters and events in a Compare opinions about characters,
range of literary texts and share events and settings in and between
personal responses to these texts, texts (ACELT1589 - Scootle )
making connections with students'
own experiences (ACELT1582 -
Scootle )
Express preferences for specific texts Identify aspects of different types of
and authors and listen to the opinions literary texts that entertain, and give
of others (ACELT1583 - reasons for personal preferences
Scootle ) (ACELT1590 - Scootle )

Examining literature
Discuss features of plot, character and Discuss the characters and settings of
setting in different types of literature different texts and explore how
and explore some features of language is used to present these
characters in different texts features in different ways
(ACELT1584 - Scootle ) (ACELT1591 - Scootle )
Listen to, recite and perform poems, Identify, reproduce and experiment
chants, rhymes and songs, imitating with rhythmic, sound and word
and inventing sound patterns including patterns in poems, chants, rhymes
alliteration and rhyme (ACELT1585 and songs (ACELT1592 -
- Scootle ) Scootle )

Creating literature
Recreate texts imaginatively using Create events and characters using
drawing, writing, performance and different media that develop key
digital forms of communication events and characters from literary
(ACELT1586 - Scootle ) texts (ACELT1593 - Scootle )

Innovate on familiar texts by suing Innovate on familiar texts by


similar characters, repetitive patterns experimenting with character, setting
or vocabulary (ACELT1832 - or plot (ACELT1833 - Scootle )
Scootle )

LITERACY
Texts in context
CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 1-2
CONTENT DESCRIPTIONS 1 2 3 4

Respond to texts drawn from a range Discuss different texts on a similar


of cultures and experiences topic, identifying similarities and
(ACELY1655 - Scootle ) differences between the texts
(ACELY1665 - Scootle )

Interacting with others


Engage in conversations and Listen for specific purposes and
discussions, using active listening information, including instructions,
behaviours, showing interest, and and extend students’ own and others'
contributing ideas, information and ideas in discussions (ACELY1666 -
questions (ACELY1656 - Scootle Scootle )
)
Use interaction skills including turn- Use interaction skills including
taking, recognising the contributions of initiating topics, making positive
others, speaking clearly and using statements and voicing disagreement
appropriate volume and pace in an appropriate manner, speaking
(ACELY1788 - Scootle ) clearly and varying tone, volume and
pace appropriately (ACELY1789 -
Scootle )
Make short presentations using some Rehearse and deliver short
introduced text structures and presentations on familiar and new
language, for example opening topics (ACELY1667 - Scootle )
statements (ACELY1657 -
Scootle )

Interpreting, analysing, evaluating


Describe some differences between Identify the audience of imaginative,
imaginative informative and informative and persuasive texts
persuasive texts (ACELY1658 - (ACELY1668 - Scootle )
Scootle )
Read decodable and predictable texts Read less predictable texts with
using developing phrasing, fluency, phrasing and fluency by combining
contextual, semantic, grammatical and contextual, semantic, grammatical
phonic knowledge and emerging text and phonic knowledge using text
processing strategies, for example processing strategies, for example
prediction, monitoring meaning and monitoring meaning, predicting,
rereading (ACELY1659 - Scootle rereading and self-correcting
) (ACELY1669 - Scootle )

Use comprehension strategies to build Use comprehension strategies to build


literal and inferred meaning about key literal and inferred meaning and begin
events, ideas and information in texts to analyse texts by drawing on
that they listen to, view and read by growing knowledge of context,
drawing on growing knowledge of language and visual features and print
context, text structures and language and multimodal text structures
features (ACELY1660 - Scootle ) (ACELY1670 - Scootle )

Creating texts
CURRICULUM MAP AUSTRALIAN CURRICULUM: ENGLISH YEAR 3/4
CONTENT DESCRIPTIONS 1 2 3 4

Create short imaginative and Create short imaginative, informative


informative texts that show emerging and persuasive texts using growing
use of appropriate text structure, knowledge of text structures and
sentence-level grammar, word choice, language features for familiar and
spelling, punctuation and appropriate some less familiar audiences,
multimodal elements, for example selecting print and multimodal
illustrations and diagrams elements appropriate to the audience
(ACELY1661 - Scootle ) and purpose (ACELY1671 -
Scootle )
Reread student's own texts and Reread and edit text for spelling,
discuss possible changes to improve sentence-boundary punctuation and
meaning, spelling and punctuation text structure (ACELY1672 -
(ACELY1662 - Scootle ) Scootle )
Write using unjoined lower case and Write legibly and with growing fluency
upper case letters (ACELY1663 - using unjoined upper case and lower
Scootle ) case letters (ACELY1673 -
Scootle )
Construct texts that incorporate Construct texts featuring print, visual
supporting images using software and audio elements using software,
including word processing programs including word processing programs
(ACELY1664 - Scootle ) (ACELY1674 - Scootle )

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