ABLEWA Stage ATest
- Rationale
- Aims
- Content Structure
- English across Pre-primary to Year 12
- Achievement Standards
- Student Diversity
- Ways of Teaching
- Ways of Assessing
- General capabilities
- Cross-curriculum Priorities
- Links to other learning areas
- Implications for teaching, assessment and reporting
- Glossary
- English P–10 Scope and Sequence for teaching in 2024 (PDF)
English P–10 Scope and Sequence for teaching in 2024 (DOC)- ABLEWA English Scope and Sequence
- ABLEWA English Scope and Sequence (PDF)
- EAL/D English Pre-primary to Year 10
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 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.