Year 4 English Syllabus
Year 4
Year level description
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
English provides opportunities for students to develop a sound grasp of spoken, written and visual language and use this in a range of different learning situations in purposeful ways to achieve outcomes across all learning areas.
In Year 4, students use spoken, written and visual communication to interact with audiences for different purposes. The ability of students to work collaboratively and to develop their interaction skills should be fostered by activities that require group planning and decision-making, and interaction with people inside and outside their classroom.
Critical literacy is integral to the English curriculum. It is developed when students actively question, analyse and evaluate the texts they engage with. In Year 4, students begin to identify the subjective and objective language used in texts, and how the author’s and/or illustrator’s choices shape audience reaction. They learn how the language features and structures of a range of cross‑curricula texts are organised depending on purpose.
Students engage with a range of texts for enjoyment and learning. They listen to, read and view spoken, written and multimodal texts whose purpose may be imaginative, informative and persuasive. The range of texts includes imaginative and informative picture books; various types of print, oral and digital stories; short novels of different genres; rhyming verse and poetry; conversations and discussions; media, online and digital texts; dramatic performances; non-fiction texts; and texts used by students as models for creating their own texts. Texts that support and extend students as independent readers include:
- texts that enable students to actively build literal and inferred meaning, to expand knowledge and ideas
- texts that use language features, including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high‑frequency words, words that need to be decoded using phonic, semantic and grammatical knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text
- literary texts that may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences
- informative texts that include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum.
Students create spoken, written, visual and multimodal texts whose purpose may be imaginative, informative and persuasive. These may include narratives, dramatic performances or texts, reports, responses (such as reviews and personal reflections), poetry, procedures, and persuasive expositions or discussions for particular purposes and audiences. Students make choices about texts according to their interests.
Year 4
Achievement standard
By the end of the year:
Speaking and Listening
Students interact with others and listen to and create spoken and/or multimodal texts, including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They make presentations and contribute actively to class and group discussions, varying language according to context. They use text structures and language features to organise and link ideas. They use language features, subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.
Reading and Viewing
Students listen to, read, view and comprehend texts created to entertain, persuade and/or inform audiences. They integrate phonic, morphemic, and grammatical knowledge to read texts that include varied sentence structures and some unfamiliar vocabulary, including multisyllabic and multimorphemic words. They read fluently and maintain accuracy and meaning by re-reading and self-correcting when needed. They describe literal and implied meaning, connecting ideas in different texts. They describe how ideas are developed, including through settings, characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features, including literary devices, and visual features shape meaning.
Writing and Creating
Students create written and/or multimodal texts, including texts to tell stories, inform, express opinions, explain and present arguments, for purposes and audiences, developing ideas using details from learnt topics, topics of interest or texts. They use language features, including paragraphs, to create coherence and add detail to their texts. They use language features, complex sentences, topic‑specific vocabulary and literary devices, and/or visual features. They spell words, including multisyllabic and multimorphemic words with more complex spelling patterns using phonic, morphemic and grammatical knowledge.
Year 4
Content descriptions
Language for interacting with others
Explore language used to develop relationships in formal and informal situations
WA4ELAI1
For example:
- using conventions required to maintain a formal tone when participating in formal speaking events, such as an assembly
- developing, maintaining and repairing interactions with peers in informal situations, such as small group work
Identify the subjective language of opinion and feeling, and the objective language of factual reporting
WA4ELAI2
For example:
- using examples of language that signal opinion, such as I believe … Many people may disagree but …
- experimenting with turning an objective statement into a subjective one, such as he has five cats becomes he has too many cats
- labelling statements as either fact or opinion
Text structure, organisation and features
Identify how texts across learning areas are typically organised into stages and phases and use language features appropriate to purpose
WA4ELAT1
For example:
- discussing the purpose of the opening stage of narratives, and exploring the different phases that each use, such as description, dialogue and action
- labelling phases included in the analysis stage of a review, such as the phase of theme, characterisation or language features
- identifying examples of different language features in informative reports, such as action verbs, linking verbs, tense, descriptive language, language for defining and technical vocabulary
- identifying visual features, such as maps that may be included in a description of a place to help the reader visualise important information
Identify how text connectives, including temporal and conditional words, and topic word associations, are used to sequence and connect ideas
WA4ELAT2
For example:
- using temporal text connectives, such as first, later, finally, next morning to connect ideas
- using conditional words/phrases, such as however, though, on the other hand, even so when creating complex sentences
- identify topic word associations, such as desert, sand, heat, nocturnal, water
Identify text navigation features of print and digital texts that enhance readability, including headlines, drop-down menus, links, graphics and layout
WA4ELAT3
Language for expressing and developing ideas
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
WA4ELALA1
For example:
- identifying the parts of complex sentences, such as The weavers promised to make the Emperor new clothes (independent clause) even though (conjunction) they had no intention of doing so (dependent clause).
- identifying subordinating conjunctions according to their functions, such as
- causality because, since, as, so that
- time after, before, when, as long as, whenever, until
Investigate how quoted (direct) and reported (indirect) speech are used
WA4ELALA2
For example:
- exploring the effect on the reader of dialogue written in different ways, such as ‘Head for the exit!’ yelled the teacher. / The teacher directed them to head for the exit.
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details
WA4ELALA3
For example:
- identifying details in texts that are provided by a prepositional phrase, such as where, when, or how something happened
- finding examples of adverb groups or phrases in texts and using as models when writing similar sentences
Understand past, present and future tenses and their impact on meaning in a sentence
WA4ELALA4
For example:
- identifying when an event in a narrative has occurred, is happening or will happen in the future through understanding of tense
- identifying the tenses used in different genres, such as timeless present tense in reports
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 texts
WA4ELALA5
For example:
- discussing how framing can create a sense of enclosure or openness
- identifying how the placement of characters, text or objects creates balance or alignment
- identifying the salient features of a visual text and exploring what they emphasise or highlight
Expand vocabulary by exploring a range of synonyms and antonyms, using words encountered in a range of sources
WA4ELALA6
Understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation
WA4ELALA7
For example:
- identifying parts of dialogue, such as who is speaking and what is said in the sentence ‘Mrs Brown, please keep this for me,’ asked Jane. ‘I’ll be back to get it later.’
- using the correct conventions when writing simple dialogue, such as ‘It is mine,’ said the king.
Phonic 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
WA4ELAP1
For example:
- reading and writing
- multisyllabic words with more complex consonant patterns, such as <tch> pitching, <sc> scenery, <squ> squashing
- words with more complex vowel patterns, such as <oo> foolish, <ui> fruitful, <ough> thoughtful, toughen, <eigh> neighbourly, sleight, <eo> geography, <ei> vein, either, leisure
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
WA4ELAP2
For example:
- spelling more complex words that contain
- double letter patterns, such as scissors, rubber, yellow
- other spelling generalisations, such as dropping a final <e> in words, such as writing, hoping
- morphological word families, such as aqua, aquatic, Aquaman, aquarium, aqueduct
- common prefixes, such as <dis>, <un>, <ex>, <mis>, <pre>
- common suffixes, such as <ful>, <less>, <able>, <ous>, <ion>, <ic>, <ment>
Read and write high‑frequency words, including homophones, and know how to use context to identify correct spelling
WA4ELAP3
For example:
- spelling frequently mixed‑up homophones (and near homophones), such as there, their, they’re; were, where, wear, we’re; quiet, quite; lose, loose; aloud, allowed
Literature and contexts
Recognise similar storylines, ideas and relationships in different contexts in literary texts by Aboriginal and Torres Strait Islander, wide‑ranging Australian and world authors
WA4ELICO1
For example:
- discussing how literary texts from different times or places represent ideas, such as everyday life
- comparing texts with similar storylines, such as texts that have been created by Aboriginal or Torres Strait Islander peoples from different regions
Engaging with and responding to literature
Describe the effects of text structures and language features in literary texts when responding to and sharing opinions
WA4ELIEN1
For example:
- discussing language features used by the author to shape the reader’s opinion about a character
Examining literature
Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
WA4ELIEX1
For example:
- identifying the points of plot tension in a short story
- describing how an author develops a character, such as character interaction in a film scene
Examine the use of literary devices and deliberate word play in literary texts, including poetry to shape meaning
WA4ELIEX2
Creating literature
Create and edit literary texts by developing storylines, characters and settings
WA4ELICR1
For example:
- writing a description to further develop a character from a known text, such as adding information about their past, goals, motivations and/or personality
Texts in context
Compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
WA4ELYT1
For example:
- identifying how texts may depict social norms or values, such as comparing advertisements from the past to the present
- discussing the ways in which a historical text depicted an event compared to the ways in which the same event is depicted in a current text
Interacting with others
Listen for key points and information to carry out tasks and use interaction skills to contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
WA4ELYI1
Analysing, interpreting and evaluating
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
WA4ELYA1
For example:
- describing the language used by authors to create imaginary worlds
- selecting and using a suitable format depending on purpose when creating a text, such as a formal letter to the Principal to convince them to act on an important school issue
- identifying and making use of diagrams and other visual features when reading informative texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
WA4ELYA2
For example:
- drawing on knowledge of text structures and language features to make meaning in different types of texts
- using cohesive devices, such as pronoun association to monitor meaning
- integrating a range of strategies to decode unknown words, such as using phonics to sound out a word and then drawing on grammatical knowledge to decide whether it makes sense
- integrating a range of strategies to maintain meaning and accuracy, such as adjusting reading rate, reading aloud or checking visuals, such as diagrams
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning to expand topic knowledge and ideas, and evaluate texts
WA4ELYA3
For example:
- making connections to non‑fiction texts or topic‑specific information to build meaning around an issue or topic in a narrative
- sharing questions about texts with others as a means of evaluating their ideas or perspectives on a text
- setting a purpose for reading, such as previewing an informative text and only using relevant sections of the text that suit the set purpose
- reading graphics, such as tables or diagrams to clarify understanding
- tracking understanding when reading or viewing a text independently, such as keeping a journal
- summarising information with the aid of text features, such as topic sentences, headings and captions
Creating texts
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant ideas linked in paragraphs, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
WA4ELYC1
Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
WA4ELYC2
Write words using clearly formed joined letters, with developing fluency and automaticity
WA4ELYC3
Use features of digital tools to create or add to texts for a variety of purposes
WA4ELYC4
For example:
- creating a digital text for a specific purpose, such as a poster to advertise an event
- recording a text onto a digital device, adding visual and audio effects