ABLEWA Stage CTest
- 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 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 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.