Pre-primary Content Descriptions - Language

For example:

• interacting with adults and peers in a range of situations, such as play, role-play and partner, group and whole class activities to experiment with language
• using the home languages of the diverse cultures represented to explore how languages build social and personal connection, such as greetings and songs

For example:

• participating in informal discussions during the day about their interests and curiosities
• using connecting words, such as when and but, when exploring the language of opinion
• experimenting with comparative language, such as good, better, best

For example:

• exploring different text forms and engaging with their features, such as commenting on the purpose of a sign or discussing a photograph in an informative book
• exploring how different texts affect an audience, and can prompt emotional reactions, such as picture books can be shared for enjoyment

For example:

• knowing words and phrases like Once upon a time, said the boy and the end that are commonly used in stories but are not typically used in everyday language
• identifying some subject‑specific language in informative texts
• exploring repetition and rhyme in texts

For example:

• identifying English text direction of left to right and top to bottom
• developing print awareness by exploring the ways words and images are placed in texts
• using navigation features to read a digital text, such as using the scroll bar to continue viewing a text on a website

For example:

• exploring how oral sentences express meaning, such as in questions or statements
• exploring how sentences in written texts contain a full idea and make sense
• responding to who, when, what and where questions to add information to sentences when needed

For example:

• communicating the ideas represented in sentences, such as identifying that the sentence The cat ate its dinner is about a cat that ate

For example:

• interacting with images in picture books, short films and other multimodal texts and discussing what they are communicating to the reader or why they were included

For example:

• sorting letters into upper- and lower-case
• identifying full stops, question marks and exclamation marks in texts and experimenting with their use when writing

For example:

• listening for, identifying and generating rhyming pairs, such as funny/money
• using alliteration, such as happy Harry, to explore phonemes

For example:

• clapping and counting the words in sentences
• segmenting and blending words orally, such as mat, ship, with, truck
• identifying, deleting or substituting beginning, medial and final sounds in single-syllable words, such as hot – pot, hot – hit, hot – hop

For example:

• exploring phoneme–grapheme correspondences discovered in meaningful contexts, such as shared reading or in environmental print
• identifying and recalling phoneme–grapheme correspondences, such as
  • common initial sounds (phonemes)
  • common consonant digraphs, such as <sh>, <ch>, <th> (voiced/​unvoiced)
  • common phoneme–grapheme correspondences, such as when <s> makes the [z] sound in the final position in words such as is, was, his
  • short vowel sounds
    [a] hat,
    [e] pet,
    [i] tip,
    [o] hot,
    [u] tub  
    presented early in the sequence to combine with consonants

For example:

• using knowledge of letter names when spelling words, such as mi (my) and hape (happy)
• using knowledge of sounds to spell words, such as yung (young) and workt (walked)

For example:

• reading and writing familiar words, such as names or environmental words
• reading and writing frequently occurring words, such as a, and, for, he, in, is, it, of, that, the, to, was, you

For example:

• recognising when an <s> is added to a base word, such as ball, it makes a plural
• exploring how <ed> indicates past tense when added to a word, such as talk, talked
• recognising that an antonym of a word can be made by adding a prefix, such as <un> unhappy