English v8.1

Filters

Curriculum updated: .

Show/Hide Curriculum

Year Levels

Strands

General Capabilities

Cross-curriculum Priorities

English v8.1 learning area contacts:

Familiarisation in 2024 (implementation in 2025)

Jump to

English v8.1

ABLEWA Stage A

ABLEWA A stage description

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 three 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 years, and teachers will revisit, strengthen and develop these as needed.

In Stage A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students are exposed to various alternative and augmentative communication systems because adults model and reinforce communication. Picture symbols are utilised for making choices and to represent real objects and activities. Students become aware of their physical state and are moving from reflex responses to intentional responses. Students are initially encouraged to develop control over their actions and mannerisms and to communicate within the social environment by reacting and responding to their immediate environment with as much independence as possible.

In Stage A, students begin to show interest in the world around them, awareness in others and of social interactions. Students’ actions and mannerisms are treated as communication and ‘interpreted’ and reacted to by adults. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication and making choices.

Students experience a variety of texts for enjoyment and to extend their experiences of the world around them. They listen to, experience and view spoken, written, visual and multimodal texts, with the primary purpose of engaging, entertaining and informing. These texts include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They experience shared reading, viewing and storytelling using a range of literary texts, and respond to the entertaining nature of literature.

The range of literary texts comprises Australian literature, including the oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander peoples, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and enable Stage A students to become readers include predictable texts, stories, visual displays and information, social interactions and experiences. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest.

Students create a range of texts coactively. They begin to develop their functional motors required for written communication. Students develop their core strength and shoulder stability. They coactively use different materials for drawing and develop their gripping skills.

Language

Reading and viewing

Encounter various forms of communication and respond to sounds, text, symbols, images or objects in their environment (ACELA1430a)

Experience sentences being used to express ideas and information and responds to different words, sounds and noise (ACELA1435a)

Respond to words and groups of words and objects in texts and in the environment (ACELA1434a)

Respond to images and words in texts (ACELA1786a)

Encounter books, print and digital texts and respond to images in the text (ACELA1433a)

Encounter words and writing within the environment and respond to spoken words in familiar environments (ACELA1440a)

Writing

Respond to images, objects and the spoken word (ACELA1431a)

Experience people speaking and communicating (ACELA1758a)

React to different sounds, and words; and respond to visual text (ACELA1432a)

Reacting to familiar voices and preferred sounds (ACELA1438a)

Speaking and listening

Use sounds and facial expressions to affect familiar others (ACELA1426a)

Respond to a familiar person and engage with them (ACELA1428a)

Explore how sound, facial expression and actions can cause a change (ACELA1429a)

Respond to vocabulary used in everyday experiences (ACELA1437a)

Respond to different sounds and words used in everyday experiences (ACELA1439a)

Literature

Reading and viewing

Experience and respond to different types of literary texts in various modes (ACELT1785a)

React to texts, related to personal experience and familiar events (ACELT1575a)

Experience texts with different features, events and characters and respond to different literary texts (ACELT1578a)

Writing

Encounter literature being created for various reasons and purposes and react to the retelling of a literary text (ACELT1580a)

Speaking and listening

Respond to images, sounds or actions within a multimodal text (ACELT1577a)

Respond to texts listened to, viewed or read (ACELT1783a)

Respond to the use of rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579a)

Literacy

Reading and viewing

Respond to texts within the everyday environment (ACELY1645a)

React to a variety of imaginative and informative texts (ACELY1648a)

Reacting to a range of texts including visual, audio and print text (ACELY1649a)

Experience and respond to different forms of communication and texts being read or viewed (ACELY1650a)

Writing

React to the construction of text that reflects everyday events and activities (ACELY1651a)

Respond to group text and personalised text being edited (ACELY1652a)

Encounter a variety of objects and textures and hold objects for a short period of time (ACELY1653a)

React to software being used to construct texts that reflect everyday events and activities (ACELY1654a)

Speaking and listening

Respond to various types of communication (ACELY1646a)

Respond to interaction and reactions of others (ACELY1784a)

React to others sharing and delivering a presentation on a personally or culturally relevant event (ACELY1647a)

Achievement standard

Reading and viewing

By the end of Stage A, students react to a range of spoken, written and multimodal texts from familiar contexts. They respond to images of familiar people, objects or events. They fleetingly maintain eye contact with a person or object. They enjoy reading material as it is being read/experienced, shown or told. They can track objects, people or images for a short period of time.

Writing

When experiencing coactive writing activities students make choices between objects and images and accept and reject objects and activities. Students develop their fine motor skills and hand-eye coordination and they move their hands in response to tactile stimuli. Students can demonstrate their grasp and can hold an object briefly when it is placed in their hand.

Speaking and listening

Students listen to and react to some familiar objects, people, words and sounds within the environment by turning their head, looking, reaching out and/or vocalising. They respond to their name and to familiar items when named. Students show an interest in others and an awareness of everyday social interactions such as greeting by using gesture or vocalisation. They recognise that their reaction can change others’ behaviour. They can choose between objects, images and activities and accept or reject an object or activity. They withdraw attention if no longer interested in a topic of communication. Students attempt to imitate sounds. They have some consistent vocalisation and gestures in response to different people, activities and environments.



ABLEWA Stage B

ABLEWA B stage description

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 three 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 years, and teachers will revisit, strengthen and develop these as needed.

In Stage B, students communicate with peers, teachers and known adults. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students begin to understand that communication is a tool that can be used to indicate needs, make choices and gain attention. Students communicate intentionally by using gesture, eye gaze or sound, or through selecting an object. They are learning to follow simple one-word instruction. Students are provided with experiences that engage, support and extend their learning including the use of verbal and non-verbal communication, symbols, and choice making.

Students engage with a variety of texts for enjoyment. They listen to and role-play reading, and view spoken, written and multimodal texts whose primary purpose is to entertain, as well as some texts that are designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts comprises Australian literature, including the oral narrative traditions and the contemporary literature of Aboriginal and Torres Strait Islander peoples, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend Stage B students as beginning readers include literary texts that develop early reading behaviours and extend their understanding of written texts. These text involve high-interest, predictable texts with familiar and significant events and clear illustrations that strongly support the text and informative texts, including jointly constructed texts with audio support, that present ideas about familiar topics using captions or simple sentences, known vocabulary, symbols and illustrations that strongly support the print text. Students develop some simple understandings of how books work and are supported to listen and respond to familiar rhymes and stories. They role-play reading and are in the process of learning to recognise their name in print, using visual cues. Students are learning to identify pictures, shapes and sounds.

Students coactively create texts in structured activities. They develop their fine motor skills through the use and manipulation of objects. They engage in role-play writing, labelling images or drawings and begin to trace over patterns. Students encounter information technology in the writing process and explore the use of a keyboard and move a mouse.

Language

Reading and viewing

Recognise that texts and communication can have images, objects and symbols (ACELA1430b)

Know that an object has a name (ACELA1435b)

Recognise an object when named, signed or shown in an image (ACELA1434b)

Recognise familiar objects and images in stories and informative texts (ACELA1786b)

Recognise and attend to images in texts and on the screen (ACELA1433b)

Explore the concept of difference through matching letters, images, shapes and familiar words (ACELA1440b)

Writing

Recognise the connection between an object, image and spoken word (ACELA1431b)

Reproduce speech sounds to communicate basic wants (ACELA1758b)

Recognise that text can be attached to images

Recognising that people pause when talking and communicating (ACELA1432b)

Recognise different sounds and words and their connection to objects and people (ACELA1438b)

Speaking and listening

Use sounds, gestures, images and facial expressions to communicate (ACELA1426b)

Recognise ways to gain and maintain attention (ACELA1428b)

Demonstrate a number of ways to indicate a choice (ACELA1429b)

Recognise the connection between words, images, sounds and everyday objects (ACELA1437b)

Connecting sounds and words and matching them to objects (ACELA1439b)

Literature

Reading and viewing

Attend to features of literary texts such as images, rhyme and refrains (ACELT1785b)

Respond to texts which reflect personal and family experiences (ACELT1575b)

Recognise a familiar event or character during shared reading or viewing of text (ACELT1578b)

Writing

Select an image and illustration to represent a familiar literary text or recent event (ACELT1580b)

Speaking and listening

Identify a preferred text (ACELT1577b)

Respond to familiar images or sounds during shared reading/viewing of texts (ACELT1783b)

Participate in rhymes and songs from a range of cultures and echo some familiar rhythms and sound patterns (ACELT1579b)

Literacy

Reading and viewing

Attend to texts that have a variety of contexts (ACELY1645b)

Attend to imaginative and informative texts including visual schedules in everyday experiences (ACELY1648b)

Use images to obtain meaning from shared texts (ACELY1649b)

Attend to images while listening to and viewing texts (ACELY1650b)

Writing

Select image to be used in a short text about a special event (ACELY1651b)

Make simple choices during shared construction of personalised multimodal text (ACELY1652b)

Grasp and move objects within and between their hands (ACELY1653b)

Use software or applications to select images and sounds for shared texts (ACELY1654b)

Speaking and listening

Listen to and respond to simple instructions (ACELY1646b)

Respond to significant others as part of familiar and routine interactions (ACELY1784b)

Respond to a presentation on an everyday experience (ACELY1647b)

Achievement standard

Reading and Viewing

By the end of Stage B, students will listen to and view a range of spoken, written and multimodal texts from familiar contexts. They can focus on an image during the sharing of a text. They select a text using visual images and request a text to be read. Students can recognise images of familiar people. They recognise their own name in print using a shape or beginning letter. They can sort and match pictures and shapes. They imitate some reading behaviour, including holding reading material upright and turning pages several at a time. They can show another person their favourite character or object in a text.

Writing

When writing, they can scribble freely using various materials or computer mouse. Students draw non-linear shapes and forms. They can use a touchscreen, press keys on keyboard and move a computer mouse. They begin to hold and manipulate objects. They assist in the construction of text by selecting images and topics through choice making.

Speaking and Listening

Students look towards and attend to significant people for short periods of time. They attend to and respond to key word instructions. They imitate familiar words, spoken and/or signed. They use gesture or ‘yes’ or ‘no’ responses to answer a question or respond to an instruction. They communicate basic wants and needs through the selection of objects, gestures, sounds, or action. Students find and identify a variety of objects in their environment, choose an activity by pointing to an object, and point to objects as they are named by the teacher. They communicate intentionally by using gesture, eye gaze or sound, or by selecting an object. They follow a simple one-word instruction.



ABLEWA Stage C

ABLEWA C stage description

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 three 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 years, and teachers will revisit, strengthen and develop these as needed.

In Stage C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication, use of symbols, and choice making. Students express and record their wants, needs and feelings through words, gesture, and picture and symbol selection. Many students will use recognisable and consistent words.

Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts that are designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts comprises Australian literature, including the oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander peoples, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that engage, support and extend Stage C students to develop early reading behaviours and extend their understanding of written texts include high-interest, predictable texts with familiar events, recognisable characters and clear illustrations that strongly support the text, and informative texts, including texts jointly constructed with audio support, that present ideas about familiar topics using captions or simple sentences, known vocabulary, symbols and illustrations to strongly support the text.

Students create a range of texts, including pictorial representations, adding writing such as scribble to label or comment on drawings and imitating writing words and sentences.

Language

Reading and viewing

Recognise that texts and communication can take various forms including multimodal and picture books (ACELA1430c)

Recognise that a group of words can communicate a message (ACELA1435c)

Know how to use the connection between the object, its name, image or sign (ACELA1434c)

Recognise the use of images to represent an event, object or idea (ACELA1786c)

Know that successive pages or images in a book or on a screen present a story in sequence (ACELA1433c)

Explore similarities and differences between letters by shape and size (ACELA1440c)

Writing

Know that symbols, words and images can communicate needs (ACELA1431c)

Use spoken words, sign or Augmentative Alternative Communication System to communicate (ACELA1758c)

Know their written name (as a grapheme) and match the letters in their name (ACELA1432c)

Know the beginning sounds of familiar words (ACELA1438c)

Speaking and listening

Recognise that words, images and actions have the same meaning across environments (ACELA1426c)

Recognise ways to greet and interact with familiar people (ACELA1428c)

Recognise different ways to communicate needs, likes and dislikes (ACELA1429c)

Use words and images to make a request, indicate a choice, recount information, and express a feeling (ACELA1437c)

Recognise the beginning sounds of familiar words (ACELA1439c)

Literature

Reading and viewing

Identify characteristics of familiar literary texts including poetry (ACELT1785c)

Recognise key events in texts which reflect personal and familiar experiences (ACELT1575c)

Recognise familiar texts which share the same character or similar topic or event (ACELT1578c)

Writing

Retell an event or familiar text through images and illustrations (ACELT1580c)

Speaking and listening

Identify a preferred aspect of text, such as image, refrain within a multimodal text (ACELT1577c)

Identify favourite character or event within a story (ACELT1783c)

Repeat and follow rhythms and sound patterns in familiar rhymes and songs from a range of cultures (ACELT1579c)

Literacy

Reading and viewing

Explore some familiar texts and images used in the community (ACELY1645c)

Use simple visual schedules, select imaginative and informative texts for viewing (ACELY1648c)

Recognise that images, words and symbols convey meaning (ACELY1649c)

Use images within text to identify key objects and events (ACELY1650c)

Writing

Create simple texts by labelling images from an event with own ‘writing’ (ACELY1651c)

Review choices made during shared construction of personalised multimodal texts during shared review (ACELY1652c)

Trace patterns and letters (ACELY1653c)

Use software or application by selecting images and typing to ‘label’ images (ACELY1654c)

Speaking and listening

Listen to and respond to the communication from an adult in classroom situations (ACELY1646c)

Recognise when others are speakingin group situations (ACELY1784c)

Deliver some comment to a small group (ACELY1647c)

Achievement standard

Reading and Viewing

By the end of Stage C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase or refrain during the sharing of a familiar text. When ‘reading’ students move through a print text from front to back. They can comment or point to illustrations in reading material to predict the topic of the material. They use a key word to respond to questions about what is happening in a text. They can make a graphophonic identification of their own name. They can match letters and numbers, and identify some letters and numbers named by another.

Writing

When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking up and manipulating objects. They can hold and use a pencil to make purposeful marks on paper. They apply colour to an outline and draw with purposeful direction. They can press a key for particular letters or functions on a keyboard and locate and click icons on the screen. They can select pictures that are important to create a picture storybook.

Speaking and Listening

They listen and interact with others. They use particular greetings to acknowledge people, respond with ‘yes’, ‘no’ or single words to indicate understanding and use a few words and simple phrases. They can share their favourite items or experience with a small group of students and respond to questions about it. They express and record their wants and needs through a word, picture or symbol selection. They can imitate initial word sounds and use photographs, pictures and symbols to represent people and things. They use and combine words, symbols and gestures that can be readily understood by others to make requests and to communicate needs. They make a request by linking key words, signs and/or symbols in a meaningful context.



ABLEWA Stage D

ABLEWA D stage description

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 three 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 years, and teachers will revisit, strengthen and develop these as needed.

In Stage D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short oral statements or augmentative communication systems. Students listen and follow simple directions. They freely initiate greetings to fellow students, teachers and significant others. Students are learning to use basic social rules of communication including turn taking, and acknowledging and answering questions. They learn effective ways to seek and gain attention and comfort.

Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts comprises Australian literature, including the oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander peoples, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that engage, support and extend Stage D students as beginning readers to develop early reading behaviours and extend their understanding of written texts include high-interest, predictable texts with familiar events, recognisable characters, simple sequences of events and clear illustrations that strongly support the text, and informative texts that present ideas about familiar topics using simple sentences, known vocabulary and illustrations to strongly support the text.

Students create texts that record their experience and knowledge using a range of tools including computer, pictures and pencils.

Language

Reading and viewing

Know that words can be spoken, written, signed and represented using symbols and communication devices (ACELA1430d)

Understand how to make a statement or ask a question (ACELA1435d)

Recognise how a group of words can represent an object or image (ACELA1434d)

Explore connection between words, objects and images in stories and informative texts (ACELA1786d)

Identify some of the features of text such as digital /screen layout or the features of a book cover (ACELA1433d)

Knowing that a letter can be the same but look different, for example capital and lower-case letters (ACELA1440d)

Writing

Understand that language can be represented as written text (ACELA1431d)

Use, communicate or articulate high frequency words and reproduce familiar sounds (ACELA1758d)

Copy own name and recognise some of the letters within it. Understand that pausing is presented in written text as a full stop (ACELA1432d)

Identify the beginning sounds of familiar words and some words that sound the same (ACELA1438d)

Speaking and listening

Understand that people communicate in different ways (ACELA1426d)

Know how to greet and maintain a short interaction with others (ACELA1428d)

Use different ways to express needs, likes and dislikes (ACELA1429d)

Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling (ACELA1437d)

Identify the sounds within familiar words (ACELA1439d)

Literature

Reading and viewing

Know some characteristics and features of literary texts, such as characters, beginning and ending in stories and rhyme in poetry (ACELT1785d)

Identify topic and key events in texts that reflect personal and familiar experiences (ACELT1575d)

Identify the characters, events and setting in a literary text (ACELT1578d)

Writing

Retell familiar text or event by sequencing images and simple statements (ACELT1580d)

Speaking and listening

Identify favourite texts topic and character (ACELT1577d)

Express likes or dislikes about characters and events in a text (ACELT1783d)

Identify and copy the rhythms and sound patterns in stories, rhymes and songs from a range of cultures (ACELT1579d)

Literacy

Reading and viewing

Identify some familiar texts and their use in the community (ACELY1645d)

Identify familiar informative and imaginary texts (ACELY1648d)

Read a simple sentence or pictorial representation of a sentence (ACELY1649d)

Use images to retell or comment on a familiar text listened to and viewed (ACELY1650d)

Writing

Use symbols, letters and words to create a simple statement about an idea or event (ACELY1651d)

Review own text and make changes during shared editing (ACELY1652d)

Copy and write letters, symbols and numbers (ACELY1653d)

Use software or application by selecting images and suggesting simple sentences to accompany the image (ACELY1654d)

Speaking and listening

Listen and respond to communication of others in classroom situations and routines (ACELY1646d)

Use turn taking, simple questions and other behaviours related to class discussions (ACELY1784d)

Deliver short oral presentation about an object or event of interest that identifies some of its key characteristics (ACELY1647d)

Achievement standard

Reading and Viewing

By the end of Stage D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identity the key topic or theme within an informative text. They understand familiar text by using images and communicate a short statement about the text. They can follow a simple pictorial timetable. They select their own reading material by looking at the picture on the cover. They model reading by tracking text page by page, from left to right and top to bottom, and follow or point to a line of text as it is being read. They use illustrations to retell a story and answer simple questions about a story. They recognise the connection between print and the spoken word, identifying spaces, letters and/or words in text, and reading familiar words and signs using partial cues and illustrations. They identify some letters of the English alphabet and their associated sound. They retell a picture story they have selected using key words to describe each picture. They respond to questions and sequence key words to describe or predict what is happening in a picture, movie or book.

Writing

When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly defined area. They copy or write familiar letters with beginning accuracy and copy/type their first name. They select and sequence pictures and key words to describe a personally significant event or experience. They contribute key words to teacher-constructed texts to describe pictures they have selected. They understand that what is said can be written down, indicate words, and demonstrate knowledge of some rules associated with writing, such as working from left to right, top to bottom and spacing.

Speaking and Listening

Students listen to and use spoken language to acknowledge and answer a person who communicates with them, giving a response of up to three words. Students use some social conventions during social interaction, such as making eye contact; show some understanding of turn taking; use appropriate volume; and articulate clearly. They participate in communication with others by expressing likes, dislikes and ideas; sequence key words, signs or symbols to describe a favourite object, completed piece of work, or to make a request; and communicate needs and give reasons. They use simple phrases and simple sentences and sequence two key ideas. They listen to and respond to sequence sentences when interacting with others, and ask questions at appropriate intervals to show an interest in what the speaker is saying. Students follow simple, routine instructions that contain up to three key words, and follow simple instructions given by an interactive computer software program.



Pre-primary year Syllabus

Year Level Description

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 three 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 years, and teachers will develop and strengthen these as needed.

In the Pre-primary year, 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 and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts for Pre-primary to Year 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. Literary texts that support and extend Pre-primary students as beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.

Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.

Language

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

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)

Text structure and organisation

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)

Expressing and developing ideas

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)

Phonic and word knowledge

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness) (AC9EFLY09)

Segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness) (AC9EFLY10)

Recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents (AC9EFLY11)

Write consonant-vowel-consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (AC9EFLY12)

Use knowledge of letters and sounds to spell words (AC9EFLY13)

Read and write some high-frequency words and other familiar words (AC9EFLY14)

Understand that words are units of meaning and can be made of more than one meaningful part (AC9EFLY15)

Literature

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences (ACELT1575)

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature

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

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Innovate on familiar texts through play (ACELT1831)

Literacy

Texts in context

Identify some familiar texts and the contexts in which they are used (ACELY1645)

Interacting with others

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)

Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts (ACELY1648)

Read decodable and authentic texts using developing phonic and word knowledge, and monitor meaning using context and emerging grammatical knowledge

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts

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)

Pre-primary Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, 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, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters, and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case, and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words.

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. When writing, students use familiar words, phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops.

Speaking and Listening

Students use appropriate interaction skills to listen and 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. Students identify and use rhyme, and orally blend and segment sounds in words.



Year 1 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Year 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.

The range of literary texts for Pre-primary to Year 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. Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These include decodable and predictable texts which present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, as well as illustrations and diagrams that support the printed text.

Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

Language

Language variation and change

Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)

Language for interaction

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Text structure and organisation

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)

Expressing and developing ideas

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Phonics and word knowledge

Segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) (AC9E1LY09)

Orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness) (AC9E1LY10)

Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words (AC9E1LY11)

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (AC9E1LY12)

Spell one- and two-syllable words with common letter patterns (AC9E1LY13)

Read and write an increasing number of high frequency words (AC9E1LY14)

Recognise and know how to use grammatical morphemes to create word families (AC9E1LY15)

Literature

Literature and context

Discuss how authors create characters using language and images (ACELT1581)

Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Creating literature

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)

Literacy

Texts in context

Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Interpreting, analysing, evaluating

Describe some differences between imaginative informative  and persuasive texts (ACELY1658)

Read decodable and authentic texts using developing phonic and word knowledge, phrasing and fluency, and monitor meaning using context and grammatical knowledge

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Creating texts

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)

Write using unjoined lower case and upper case letters (ACELY1663)

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)

Year 1 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand the different purposes of texts. They make connections to personal experience when explaining information, characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. Students understand how characters in texts are developed and give reasons for personal preferences. They describe characters, settings and events in different types of literature. Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences, and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Writing and Creating

Students create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops.

Speaking and Listening

Students listen to others when taking part in conversations, using appropriate language features and interaction skills. They understand how characters in texts are developed and give reasons for personal preferences. Students create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. Students interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics.



Year 2 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Year 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.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

Language

Language variation and change

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

Language for interaction

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)

Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Expressing and developing ideas

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Identify visual representations of characters’ actions, reactions, speech and thought processes in  narratives, and consider how these images  add to or contradict or multiply the meaning of accompanying words (ACELA1469)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Phonics and word knowledge

Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words (AC9E2LY09)

Use phoneme–grapheme (sound–letter/s) relationships and patterns, when blending and segmenting to read and write words of one or more syllables

Understand that a sound can be represented by various letter combinations (ACELA1825)

Use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters, when reading and writing words of one or more syllables, including compound words (AC9E2LY10)

Use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words (AC9E2LY11)

Build morphemic word families using knowledge of prefixes and suffixes (AC9E2LY12)

Literature

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Responding to literature

Compare opinions about characters, events and settings in and between texts (ACELT1589)

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

Creating literature

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)

Literacy

Texts in context

Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

Interacting with others

Listen for specific 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)

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Interpreting, analysing, evaluating

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Read texts with phrasing and fluency combining phonic, word and grammatical knowledge, and monitor meaning using text processing strategies

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

Year 2 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They explain their preferences for aspects of texts using other texts as comparisons.

Writing and Creating

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They create texts that show how images support the meaning of the text. Students accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately.

Speaking and Listening

Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. 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 create texts that show how images support the meaning of the text. They create texts, drawing on their own experiences, their imagination and information they have learnt. Students use a variety of strategies to engage in group and class discussions and make presentations.



Year 3 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

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 aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, 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.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

Language

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Language for interaction

Understand that successful  cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)

Identify the features of online texts that enhance navigation (ACELA1790)

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Phonics and word knowledge

Understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (AC9E3LY09)

Understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words (AC9E3LY10)

Use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words (AC9E3LY11)

Recognise and know how to write most high-frequency words including some homophones (AC9E3LY12)

Literature

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Develop criteria for establishing personal preferences for literature (ACELT1598)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Literacy

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read a range of texts combining phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Year 3 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

Writing and Creating

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Students create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. They demonstrate understanding of grammar, and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.

Speaking and Listening

Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. Students understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. Students contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.



Year 4 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

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 aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, 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.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

Language

Language variation and change

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

Language for interaction

Understand that social interactions influence the way people engage with ideas and respond to others; for example, when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Understand how texts are made cohesive through the use of linking devices, including pronoun reference and text connectives (ACELA1491)

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Identify features of online texts that enhance readability, including text, navigation, links, graphics and layout (ACELA1793)

Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

Phonics and word knowledge

Understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (AC9E4LY09)

Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words (AC9E4LY10)

Read and write high-frequency words including homophones and know how to use context to identify correct spelling (AC9E4LY11)

Literature

Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literature

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)

Literacy

Texts in context

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

Interpreting, analysing, evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed (AC9E4LY04)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Year 4 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular types of texts, and respond to others’ viewpoints. They fluently read texts that include varied sentence structures and unfamiliar vocabulary, including multisyllabic words.

Writing and Creating

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Speaking and Listening

Students listen for and share key points in discussions. They use language features to create coherence and add detail to their texts. Students understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.



Year 5 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.

Language

Language variation and change

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Language for interaction

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

Expressing and developing ideas

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Phonics and word knowledge

Use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations (ACE5LY08)

Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations (AC9E5LY09)

Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (AC9E5LY10)

Literature

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Responding to literature

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

Creating literature

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Literacy

Texts in context

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Interpreting, analysing, evaluating

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming (AC9E5LY04)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Creating texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Year 5 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge.

Writing and Creating

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Speaking and Listening

Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. Students develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. They create imaginative, informative and persuasive texts for different purposes and audiences. Students make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives.



Year 6 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports, reviews, explanations and discussions.

Language

Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Language for interaction

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Understand the uses of commas to separate clauses (ACELA1521)

Expressing and developing ideas

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Phonics and word knowledge

Use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words (AC9E6LY08)

Use knowledge of known words, word origins, including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words, including technical words (AC9E6LY09)

Literature

Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Responding to literature

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Examining literature

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Literacy

Texts in context

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with others

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Interpreting, analysing, evaluating

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example table of contents, glossary, chapters, headings and subheadings (AC9E6LY04)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Analyse strategies authors use to influence readers (ACELY1801)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Year 6 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Writing and Creating

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity, and make and explain editorial choices based on criteria.

Speaking and Listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. Students show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.



Year 7 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.

Language

Language variation and change

Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)

Language for interaction

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)

Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)

Text structure and organisation

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)

Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)

Expressing and developing ideas

Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)

Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)

Literature

Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)

Examining literature

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)

Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)

Creating literature

Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Literacy

Texts in context

Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

Interacting with others

Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Interpreting, analysing, evaluating

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Year 7 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, drawing on supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.

Writing and Creating

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.

Speaking and Listening

Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. Students understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.



Year 8 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and continue to create literary analyses and transformations of texts.

Language

Language variation and change

Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)

Language for interaction

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)

Text structure and organisation

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)

Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)

Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)

Expressing and developing ideas

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)

Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)

Literature

Literature and context

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

Responding to literature

Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Examining literature

Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)

Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

Creating literature

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)

Literacy

Texts in context

Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)

Interacting with others

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)

Interpreting, analysing, evaluating

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Creating texts

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)

Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Year 8 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students understand how the selection of text structures is influenced by the selection of genre and how this varies for different purposes and audiences. Students explain or show how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints.

Writing and Creating

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Speaking and Listening

Students listen for and identify different emphases in texts, using that understanding to elaborate on discussions. They understand how the selection of language features can be used for particular purposes and effects. Students explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, they show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.



Year 9 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Language

Language variation and change

Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)

Language for interaction

Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)

Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)

Text structure and organisation

Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)

Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)

Expressing and developing ideas

Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)

Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)

Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)

Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)

Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)

Literature

Literature and context

Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

Responding to literature

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)

Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Examining literature

Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)

Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)

Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)

Creating literature

Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)

Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)

Literacy

Texts in context

Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Interacting with others

Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Interpreting, analysing, evaluating

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

Creating texts

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 9 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features work to create meaning. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience.

Writing and Creating

Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Speaking and Listening

Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. Students understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, they demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.



Year 10 Syllabus

Year Level Description

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 years, and teachers will revisit and strengthen these as needed.

In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.

The range of literary texts for Pre-primary to Year 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.

Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Language

Language variation and change

Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)

Language for interaction

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Text structure and organisation

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Understand conventions for citing others, and how to reference these in different ways (ACELA1568)

Expressing and developing ideas

Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)

Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)

Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

Literature

Literature and context

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Responding to literature

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Examining literature

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)

Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)

Literacy

Texts in context

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Interacting with others

Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)

Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Interpreting, analysing, evaluating

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Creating texts

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

Year 10 Achievement Standard

Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.

Reading and Viewing

At Standard, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.

Writing and Creating

Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Speaking and Listening

Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. Students explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.



stereotypepoetic devicesmorphemefunction and classbase wordphonemegrammarsatiretext processing strategiesphoneme substitutionhybrid textnoun grouprimepredictioncompound sentenceclauseStandard Australian Englishtextsubjective languagetypes of textstext structureviewvoweladverbnarrative point of viewmetalanguagephonological awarenesse-literatureconjunctionpronoun referencecollocationword associationwordlanguage patternshigh-frequency wordsspeakvowel digraphsrepetitionsound effectantonymnounnon-verbal cuesaudiencemodal verbreadsimple sentencedecodablestylistic featuresconventionmorphemic knowledgesyllabificationconnectiveframingellipsiscomplex sentenceconsonantphonicgenrespoonerismimageryappositionpronoundecodefigurative languagenominalisationvoicesynonymetymological knowledgerhetorical questionmultimodal textevaluative languageneologismcontextcomprehension strategyrhetorical devicesverbthemeprepositionsound-letter correspondencehomophonecreatebody languagepredictable textdialectpossessivetensemediumnarrativeword playmedia textsauthorhandwritingcolon (:)group/phrasemodephonological knowledgesuffixvisual language choicesprepositional phrasealliterationsaliencejuxtapositionappreciationtext navigationsilent letteraestheticverb groupsapostrophedigital textanalogyphonemic awarenessconsonant blendblendingmetonymyidiomatic expressionsubjectlayoutphoneme deletionlexical cohesionsubordinating conjunctioncoordinating conjunctionslanguage featuresmodalityadjectivesentenceonsetpersonificationappropriationconsonant clustersemantic knowledge/informationallusiondigraphintertextualitysegmentingobjective languagesound devicesphraseadverbialbiasvocal effectsconcepts about printwritevisual featureslistensyllabledesigngraphophonic knowledgecamera anglemonologuepoint of viewsemicolon (;)accentsyntaxreturn sweepcohesiongraphemepunscanningprefix
Back to top of page