AC Literature planning template by 9yic0Lo3

VIEWS: 5 PAGES: 28

									   INSTRUCTIONS: SAVE AS Year Level name of unit odd/even year (Year 1 & 2 ODD/EVEN YEARS) & semester e.g. Year 1 & 2 Past Life Odd
                                                                 Years Sem 1.
          NB If it is an updated version of a previous unit, add the version number e.g. Year 1 & 2 Past Life Odd Years Sem 1 V2.

            KEEP ALL FONT AND SIZE AS IS i.e. Ariel 10 so that it can be cut and pasted straight into work program template as a column.
                                         Insert Unit name, select odd/even/all years, insert year level

                                                                  Lesson Sequence instructions
                                                                         For each lesson
                                                      Delete/adapt skills or lesson components not applicable
                         Select and paste in just one learning focus/content descriptor for each lesson, from VELS and Australian Curriculum

                                                               Insert resources and where they are located
                                     Insert what students do/what teacher does including continuous assessment tasks as applicable
                                                                     Insert how special needs are met
                                     Delete e5 if not applicable, or insert your own school’s professional development focus if desired.


                                            Learning Focus, Content descriptors & elaborations & Standards instructions +PoLT
                                    Delete all aspects not applicable in this unit from VELS and Australian Curriculum sections & PoLT.

                                                                           Formatting
                     Update Table of Contents (right click to do this & select Update Entire Table) or delete table of contents if preferred.
                                                                  Adjust line breaks if printing
                                                        Delete all these yellow instructions once done.

                                                                       INSERT NAME OF SCHOOL
                                                            INSERT NAME OF UNIT Odd/Even/All Years – year level

 This unit combines compatible content and skills from the Australian English Literature Curriculum and the three Priorities with
  the Victorian Essential Learning Standards for English AND relevant interdisciplinary learning from VELS Personal Learning,
                                        Interdisciplinary Learning, Thinking Processes.

                                             This unit was developed by (insert names of contributing teachers and date.)


Contents
LESSON SEQUENCES .............................................................................................................................. 4
        Lesson 1 ...................................................................................................................................................................................................... 4


Page 1 of 28
        Lesson 2 ...................................................................................................................................................................................................... 4
        Lesson 3 ...................................................................................................................................................................................................... 4
        Lesson 4 ...................................................................................................................................................................................................... 4
        Lesson 5 ...................................................................................................................................................................................................... 6
        Lesson 6 ...................................................................................................................................................................................................... 6
        Lesson 7 ...................................................................................................................................................................................................... 6
        Lesson 8 ...................................................................................................................................................................................................... 6
        Lesson 9 ...................................................................................................................................................................................................... 8
        Lesson 10 .................................................................................................................................................................................................... 8
        Lesson 11 .................................................................................................................................................................................................... 8
Key Understandings for Assessment ........................................................................................................ 9
Focus Questions .......................................................................................................................................... 9
LEARNING FOCUS ........................................................................................................................................................................................... 9
SLAV TEACHER-LIBRARIAN PROGRAM P-6 ....................................................................................... 9
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS ...................................... 11
        VELS Learning Focus English Level 2 ................................................................................................................................................ 11
        VELS Learning Focus Thinking Processes Level 2 ............................................................................................................................ 11
        VELS Learning Focus Personal Learning Level 2 .............................................................................................................................. 12
        VELS Learning Focus Interpersonal Learning Level 2....................................................................................................................... 12
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2 ............................... 12
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2                                                                               13
        READING AND VIEWING ...................................................................................................................................................................... 13
        WRITING ................................................................................................................................................................................................... 17
        SPEAKING AND LISTENING ................................................................................................................................................................ 19
AUSTRALIAN CURRICULUM PRIORITIES .......................................................................................... 24
        Aboriginal and Torres Strait Islander histories and cultures .............................................................................................................. 24
        Asia and Australia’s Engagement with Asia......................................................................................................................................... 24
        Sustainability ............................................................................................................................................................................................. 24
ACHIEVEMENT STANDARDS ...................................................................................................................................................................... 26

Page 2 of 28
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS ..... 26
       VELS English Standards Years 1 & 2 ................................................................................................................................................... 26
       VELS Thinking Processes Standards Years 1 & 2 ............................................................................................................................. 26
       VELS Personal Learning Standards Years 1 & 2 ............................................................................................................................... 26
       VELS Interpersonal Learning Standards Foundation Years 1 & 2 ................................................................................................... 27
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH .................................... 27
       AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2 ....................................................................................................................... 27
PoLT (Principles of Learning and Teaching).......................................................................................... 28
       PoLT focus to be embedded in this unit. .............................................................................................................................................. 28




Page 3 of 28
                                                    LESSON SEQUENCES
                            Lesson 1            Lesson 2               Lesson 3   Lesson 4
               Cue in by talking about
               Read
               Explain
               Students listen and contribute
  Activities




               to discussion about...
               Review e.g. taking turns &
               sharing.
               Model task
               Table (assessment) task:
               make/build/test/etc
               Use thinking tool....
               Share Time:
               Insert specific texts & where
  Resources




               kept
               Selected easy-reading non-
               fiction texts about

                  At risk
               
 Special




                   ESL
 needs




                  Gifted




Page 4 of 28
                                          Lesson 1                               Lesson 2                              Lesson 3                              Lesson 4
                              With teacher assistance,            With teacher assistance,              With teacher assistance,              With teacher assistance,
                              modelling and scaffolding           modelling and scaffolding             modelling and scaffolding             modelling and scaffolding
                              students will be able to:           students will be able to:             students will be able to:             students will be able to:
                              LS 2.1 distinguish between          LS 2.1 distinguish between picture    LS 2.1 distinguish between picture    LS 2.1 distinguish between picture
                              picture story and factual books     story and factual books               story and factual books               story and factual books
                              LS 2.2 verbalise obvious            LS 2.2 verbalise obvious themes       LS 2.2 verbalise obvious themes       LS 2.2 verbalise obvious themes
       SLAV Library program




                              themes in picture story books       in picture story books                in picture story books                in picture story books
                              LS 2.3 verbalise sequence of        LS 2.3 verbalise sequence of          LS 2.3 verbalise sequence of          LS 2.3 verbalise sequence of
                              main events in stories              main events in stories                main events in stories                main events in stories
                              LS 2.4 identify the main            LS 2.4 identify the main              LS 2.4 identify the main              LS 2.4 identify the main
                              characters from particular          characters from particular picture    characters from particular picture    characters from particular picture
                              picture story books and             story books and describe              story books and describe              story books and describe
                              describe significant physical       significant physical features         significant physical features         significant physical features
                              features                            LS 2.5 describe the setting for a     LS 2.5 describe the setting for a     LS 2.5 describe the setting for a
                              LS 2.5 describe the setting for     particular picture story book         particular picture story book         particular picture story book
                              a particular picture story book     LS 2.6 identify strong emotions       LS 2.6 identify strong emotions       LS 2.6 identify strong emotions
                              LS 2.6 identify strong emotions     that occur in a picture story book    that occur in a picture story book    that occur in a picture story book
                              that occur in a picture story       and explain the contribution of the   and explain the contribution of the   and explain the contribution of the
                              book and explain the                illustrations to that end             illustrations to that end             illustrations to that end
                              contribution of the illustrations
                              to that end
                              Select from below
Learning

 Level 2
  focus
  VELS
 curriculum content
      Australian

       Year 1




Page 5 of 28
                                Lesson 1                  Lesson 2    Lesson 3   Lesson 4
curriculum content   Select from below
     Australian

      Year 2
      E5




                                  Lesson 5                 Lesson 6   Lesson 7   Lesson 8
                     Cue in by talking about
                     Read
                     Explain
                     Students listen and contribute to
      Activities




                     discussion about...
                     Review e.g. taking turns &
                     sharing.
                     Model task
                     Table (assessment) task:
                     make/build/test/etc
                     Use thinking tool....
                     Share Time:
                     Insert specific texts & where kept
      Resources




                     Selected easy-reading non-fiction
                     texts about


                        At risk
   Special




                     
   needs




                         ESL
                        Gifted




Page 6 of 28
                                             Lesson 5                             Lesson 6                             Lesson 7                             Lesson 8
                               With teacher assistance,             With teacher assistance,             With teacher assistance,             With teacher assistance,
                               modelling and scaffolding            modelling and scaffolding            modelling and scaffolding            modelling and scaffolding
                               students will be able to:            students will be able to:            students will be able to:            students will be able to:
                               LS 2.1 distinguish between           LS 2.1 distinguish between           LS 2.1 distinguish between           LS 2.1 distinguish between
                               picture story and factual books      picture story and factual books      picture story and factual books      picture story and factual books
        SLAV Library program




                               LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes
                               in picture story books               in picture story books               in picture story books               in picture story books
                               LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of
                               main events in stories               main events in stories               main events in stories               main events in stories
                               LS 2.4 identify the main             LS 2.4 identify the main             LS 2.4 identify the main             LS 2.4 identify the main
                               characters from particular picture   characters from particular picture   characters from particular picture   characters from particular picture
                               story books and describe             story books and describe             story books and describe             story books and describe
                               significant physical features        significant physical features        significant physical features        significant physical features
                               LS 2.5 describe the setting for a    LS 2.5 describe the setting for a    LS 2.5 describe the setting for a    LS 2.5 describe the setting for a
                               particular picture story book        particular picture story book        particular picture story book        particular picture story book
                               LS 2.6 identify strong emotions      LS 2.6 identify strong emotions      LS 2.6 identify strong emotions      LS 2.6 identify strong emotions
                               that occur in a picture story book   that occur in a picture story book   that occur in a picture story book   that occur in a picture story book
                               and explain the contribution of      and explain the contribution of      and explain the contribution of      and explain the contribution of
                               the illustrations to that end        the illustrations to that end        the illustrations to that end        the illustrations to that end
                               Select from below
Learning

 Level 2
  focus
  VELS
curriculum curriculum
Australian Australian

            content
             Year 1
 content
  Year 2
        E5




 Page 7 of 28
                                      Lesson 9                           Lesson 10                            Lesson 11
                         Cue in by talking about
                         Read
                         Explain
                         Students listen and contribute to
  Activities



                         discussion about...
                         Review e.g. taking turns &
                         sharing.
                         Model task
                         Table (assessment) task:
                         make/build/test/etc
                         Use thinking tool....
                         Share Time:
                         Insert specific texts & where kept
  Resources




                         Selected easy-reading non-fiction
                         texts about


                            At risk
                         
 Special




                             ESL
 needs




                            Gifted


                         With teacher assistance,             With teacher assistance,             With teacher assistance,             With teacher assistance,
                         modelling and scaffolding            modelling and scaffolding            modelling and scaffolding            modelling and scaffolding
                         students will be able to:            students will be able to:            students will be able to:            students will be able to:
                         LS 2.1 distinguish between           LS 2.1 distinguish between           LS 2.1 distinguish between           LS 2.1 distinguish between
                         picture story and factual books      picture story and factual books      picture story and factual books      picture story and factual books
  SLAV Library program




                         LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes      LS 2.2 verbalise obvious themes
                         in picture story books               in picture story books               in picture story books               in picture story books
                         LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of         LS 2.3 verbalise sequence of
                         main events in stories               main events in stories               main events in stories               main events in stories
                         LS 2.4 identify the main             LS 2.4 identify the main             LS 2.4 identify the main             LS 2.4 identify the main
                         characters from particular picture   characters from particular picture   characters from particular picture   characters from particular picture
                         story books and describe             story books and describe             story books and describe             story books and describe
                         significant physical features        significant physical features        significant physical features        significant physical features
                         LS 2.5 describe the setting for a    LS 2.5 describe the setting for a    LS 2.5 describe the setting for a    LS 2.5 describe the setting for a
                         particular picture story book        particular picture story book        particular picture story book        particular picture story book
                         LS 2.6 identify strong emotions      LS 2.6 identify strong emotions      LS 2.6 identify strong emotions      LS 2.6 identify strong emotions
                         that occur in a picture story book   that occur in a picture story book   that occur in a picture story book   that occur in a picture story book
                         and explain the contribution of      and explain the contribution of      and explain the contribution of      and explain the contribution of
                         the illustrations to that end        the illustrations to that end        the illustrations to that end        the illustrations to that end

Page 8 of 28
                                                            Lesson 9                          Lesson 10                            Lesson 11
                                                Select from below
Learning

 Level 2
  focus
  VELS
 Australian curriculum Australian curriculum
                              content
                               Year 1




                                                Select from below
        content
         Year 2
                E5




                                                   Key Understandings for Assessment                                                        Focus Questions



LEARNING FOCUS
                                                                                    SLAV TEACHER-LIBRARIAN PROGRAM P-6
                                               Literary skills         With teacher assistance, modelling and scaffolding students will be able to:
                                                                       LS 2.1 distinguish between picture story and factual books


Page 9 of 28
                LS 2.2 verbalise obvious themes in picture story books
                LS 2.3 verbalise sequence of main events in stories
                LS 2.4 identify the main characters from particular picture story books and describe significant physical features
                LS 2.5 describe the setting for a particular picture story book
                LS 2.6 identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that
                end




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                                VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS
                As students work towards the achievement of Level 2 standards in English, they extend their knowledge of how language is used in a
                range of written and spoken texts. With teacher support and through the sharing of texts, students develop a consciousness of texts –
                how they are constructed and the purposes they fulfil.
                Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures,
                uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as
                stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for
                example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They
                read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.
                Students engage in individual, small group and teacher-directed activities in which they read a variety of texts and explore the wide
                range of purposes, contexts and audiences for which texts are produced. They learn to recognise that texts are constructed by authors,
                and distinguish between texts that represent real and imaginary experience. Through class discussions they consider the opinions and
                viewpoints of others and become aware that there are different interpretations of texts. They begin to connect the themes and ideas in
    VELS
                texts to their own knowledge and experience.
  Learning
                Students write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer
   Focus
                graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns,
   English
                conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, come,
   Level 2
                going, like), most words of one syllable with regular spelling (for example, sharp, thick, star), and some two-syllable words with regular
                spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for
                planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries
                and spell-checking software. They experiment with written and electronic publishing options. When handwriting, they practise correct
                letter formation.
                In planned and spontaneous activities, students explore the structures and features of language in spoken texts. They become
                increasingly aware of how and why their own speaking needs to be varied to suit different situations and audiences. Students focus on
                organising their ideas to make themselves understood and, with guidance, develop strategies to improve oral presentations, for
                example, by varying volume and pace.
                Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar
                ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and
                interpret texts such as serialised readings or films.
                As students work towards the achievement of Level 3 standards in Thinking Processes, they explore the community and environment
                around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and
                wondering are encouraged, recorded and shared, and become the basis for further learning.
    VELS
                Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to
  Learning
                record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of
   Focus
                other people’s explanations. They begin to understand that people are more likely to believe an explanation if evidence or reasons are
  Thinking
                provided. They develop their skills in using a range of sources of information when investigating selected questions.
 Processes
                Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and
   Level 2
                describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in
                surrounding events and objects.
                When presented with simple problems, students work with peers to develop a range of creative solutions and test their effectiveness

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                 against given criteria. Prompted by questions, they begin to reflect on their thinking processes.
                 As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning
                 experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those
                 approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their
    VELS         learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and
  Learning       reflecting on the effort they put into particular tasks.
   Focus         Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers.
  Personal       They begin to recognise that learning from mistakes is an important attribute of being a good learner.
  Learning       With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to
   Level 2       recognise their contribution to the achievement of a positive learning environment in the classroom.
                 Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear
                 outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular
                 activity, and to reflect on their achievements.
                 As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and
                 younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to the
                 development and maintenance of friendships. They begin to develop and exhibit appropriate behaviours for maintaining positive social
     VELS        relationships.
   Learning      Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional
    Focus        responses of others. They compare these with their own emotional responses and adjust their behaviour in response.
Interpersonal    Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think
   Learning      in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or
    Level 2      taking another person’s point of view into consideration.
                 Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate
                 roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to
                 reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.




                               AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 1 & 2
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 levels, and teachers will revisit
and strengthen these as needed.
The range of literary texts for Foundation to Level 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.
Australian Curriculum English Level Description Year 1                          Australian Curriculum English Level Description Year 2
In Level 1, students communicate with peers, teachers, known adults and          In Level 2, students communicate with peers, teachers, students from other
students from other classes.                                                     classes, and community members.
Students engage with a variety of texts for enjoyment. They listen to, read,     Students engage with a variety of texts for enjoyment. They listen to, read,
view and interpret spoken, written and multimodal texts designed to              view and interpret spoken, written and multimodal texts in which the


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entertain and inform. These encompass traditional oral texts including         primary purpose is to entertain, as well as texts designed to inform and
Aboriginal stories, picture books, various types of stories, rhyming verse,    persuade. These encompass traditional oral texts, picture books, various
poetry, non-fiction, film, dramatic performances, and texts used by students   types of print and digital stories, simple chapter books, rhyming verse,
as models for constructing their own texts.                                    poetry, non-fiction, film, multimodal texts, dramatic performances, and texts
Literary texts that support and extend Level 1 students as independent         used by students as models for constructing their own work.
readers involve straightforward sequences of events and everyday               Literary texts that support and extend Level 2 students as independent
happenings with recognisably realistic or imaginary characters. Informative    readers involve sequences of events that span several pages and present
texts present a small amount of new content about familiar topics of           unusual happenings within a framework of familiar experiences. Informative
interest and topics being studied in other areas of the curriculum. These      texts present new content about topics of interest and topics being studied
texts also present a small range of language features, including simple and    in other areas of the curriculum. These texts include language features
compound sentences, some unfamiliar vocabulary, a small number of high-        such as varied sentence structures, some unfamiliar vocabulary, a
frequency words and words that need to be decoded phonically, and              significant number of high-frequency sight words and words that need to be
sentence boundary punctuation, as well as illustrations and diagrams that      decoded phonically, and a range of punctuation conventions, as well as
support the printed text.                                                      illustrations and diagrams that both support and extend the printed text.
Students create a variety of imaginative, informative and persuasive texts     Students create a range of imaginative, informative and persuasive texts
including recounts, procedures, performances, literary retellings and          including imaginative retellings, reports, performances, poetry and
poetry.                                                                        expositions.

          AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 1 & 2
                                                                READING AND VIEWING
    NB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or
Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of
                                                  a sequential Literature program within Library lessons.
Year 1 Content                                                                 Year 2 Content
Language              Elaborations                                             Language               Elaborations
Understand that the    discussing and comparing the purposes of               Understand that         identifying the topic and type of a text through its
purposes texts            familiar texts drawn from local contexts and         different types of         visual presentation, for example cover design,
serve shape their         interests                                            texts have                 packaging, title/subtitle and images
structure in           becoming familiar with the typical stages of           identifiable text       becoming familiar with the typical stages of text
predictable ways          types of text including recount and procedure        structures and             types, for example simple narratives,
(ACELA1447             using different types of texts, for example            language features          instructions and expositions
                          procedures (including recipes) and discussing        that help the text
                          the text structure                                   serve its purpose
                                                                               (ACELA1463)
Identify the parts of  knowing that, in terms of meaning, a basic             Know some               recognising how chapters and table of contents,
a simple sentence         clause represents: what is happening (verb);         features of text           alphabetical order of index and glossary operate
that represent            who or what is participating (noun group); and       organisation               to guide access to information
‘What’s                   the surrounding circumstances (adverbial)            including page and      learning about features of screen texts including
happening?’, ‘Who      understanding that a simple sentence                   screen layouts,            menu buttons, drop down menus, links and live
or what is doing or       expresses a single idea, represented                 alphabetical order,        connections
receiving the             grammatically by a single independent clause         and different types


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action?’ and the             (for example 'A kangaroo is a mammal. A             of diagrams, for
circumstances                mammal suckles its young'                           example timelines
surrounding the                                                                  (ACELA1466)
action (ACELA1451)
Explore differences         talking about effective words that describe a       Understand that           learning how to express ideas using compound
in words that                place, person or event                              simple connections         sentences
represent people,           learning how a sentence can be made more            can be made               learning how to join simple sentences with
places and things            vivid by adding adjectives, adverbs and unusual     between ideas by           conjunctions, for example ‘and’, ‘but’ or ‘so’, to
(nouns and                   verbs                                               using a compound           construct compound sentences
pronouns), actions                                                               sentence with two
(verbs), qualities                                                               or more clauses
(adjectives) and                                                                 and coordinating
details like when,                                                               conjunctions
where and how                                                                    (ACELA1467)
(adverbs)
(ACELA1452)
Compare different           talking about what is ‘real’ and what is imagined   Identify visual           comparing two versions of the same story, for
kinds of images in           in texts, for example ‘This is the section about    representations of         example ‘Jack and the Beanstalk’, identifying
narrative and                platypuses in the book about mammals’               characters’ actions,       how a character’s actions and reactions are
informative texts                                                                reactions, speech          depicted differently by different illustrators
and discuss how                                                                  and thought
they contribute to                                                               processes in
meaning                                                                          narratives, and
(ACELA1453)                                                                      consider how these
                                                                                 images add to or
                                                                                 contradict or
                                                                                 multiply the
                                                                                 meaning of
                                                                                 accompanying
                                                                                 words
                                                                                 (ACELA1469)
Understand                  learning about how books and digital texts are      Understand that           exploring texts and identifying nouns that refer to
concepts about print         organised including page numbers, table of          nouns represent            characters, elements of the setting, and ideas
and screen,                  contents, headings, images with captions and        people, places,           exploring illustrations and noun groups in picture
including how                the use of scrolling to access digital texts        things and ideas           books to identify how the noun groups have
different types of                                                               and can be, for            been represented by an illustrator
texts are organised                                                              example, common,          exploring names of people and places and how
using page                                                                       proper, concrete           to write them using capital letters
numbering, tables of                                                             and abstract, and         using selected nouns as a basis for building
content, headings                                                                that noun groups           extended noun groups that provide a clear
and titles, navigation                                                           can be expanded            description of an item
buttons, bars and                                                                using articles and
links (ACELA1450)                                                                adjectives

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                                                                                   (ACELA1468)
Recognise sound ---         saying words with the same onset as a given           Recognise most             recognising when some letters are silent, for
letter matches               word (for example words that begin like 'd/og',       sound–letter                example knife, listen, castle, and providing the
including common             'bl/ue')                                              matches including           sound for less common sound-letter matches,
vowel and                   saying words with the same rime as a given            silent letters,             for example ‘tion’
consonant digraphs           word (for example words that end like 'c/at',         vowel/consonant
and consonant                'pl/ay')                                              digraphs and many
blends                                                                             less common
(ACELA1458)                                                                        sound–letter
                                                                                   combinations
                                                                                   (ACELA1474)
Understand the              recognising that letters can have more than one       Recognise common           joining discussion about how a prefix or suffix
variability of sound -       sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a   prefixes and                affects meaning, for example uncomfortable,
-- letter matches            in ‘cat’, ‘father’, ‘any’)                            suffixes and how            older, and division
(ACELA1459)                 recognising sounds that can be produced by            they change a
                             different letters (for example the /s/ sound in       word’s meaning
                             ‘sat’, ‘cent’, ‘scene’)                               (ACELA1472)
Manipulate sounds           recognising words that start with a given sound,
in spoken words              end with a given sound, have a given medial
including phoneme            sound, rhyme with a given word
deletion and                recognising and producing rhyming words
substitution                replacing sounds in spoken words (for example
(ACELA1457)                  replace the ‘m’ in 'mat' with 'c' to form a new
                             word 'cat')
                            saying sounds in order for a given spoken word
                             (for example f/i/sh, th/i/s)                          Literature              Elaborations
Know that regular           writing one-syllable words containing known           Discuss the              describing features of text settings including
one-syllable words           blends, for example ‘bl’, ‘st’                        characters and             time, colours used to portray level, season, and
are made up of              learning an increasing number of high                 settings of different      place (country or city) and how this impacts on
letters and common           frequency sight words recognised in shared            texts and explore          the characters
letter clusters that         texts and in texts being read independently (for      how language is          describing plots including beginnings
correspond to the            example 'one', 'have', 'them', 'about')               used to present            (orientation), how the problem (complication) is
sounds heard, and                                                                  these features in          introduced and solved (resolution), and
how to use visual                                                                  different ways             considering how these features construct
memory to write                                                                    (ACELT1591)                meanings
high-frequency                                                                                              identifying features of imaginary or fantasy texts,
words (ACELA1778)                                                                                             for example magic powers, shifts in time
                                                                                                            investigating Aboriginal stories, found from
                                                                                                              online sources, that explain physical features of
                                                                                                              the landscape and identify and describe the
                                                                                                              common features of language used
                                                                                                            comparing two or more versions of the same

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                                                                                                         story by different authors or from different
                                                                                                         cultures, describing similarities and differences
                                                                                                         in authors’ points of view
Literacy               Elaborations                                            Literacy               Elaborations
Respond to texts        exploring some of the meanings and teachings          Discuss different       identifying examples and features of different
drawn from a range         embedded in Dreaming stories                        texts on a similar         kinds of spoken, non-verbal, written and visual
of cultures and         using drawing and writing to depict and               topic, identifying         communication from Aboriginal and Torres Strait
experiences                comment on people and places beyond their           similarities and           Islander communities and from several Asian
(ACELY1655)                immediate experience                                differences                cultures within Australia
                                                                               between the texts       comparing two or more versions of the same
                                                                               (ACELY1665)                topic by different authors or from different
                                                                                                          cultures, describing similarities and differences
Describe some             comparing and discussing texts identifying          Identify the            identifying the main purpose of a text, including
differences between        some features that distinguish those that ‘tell     audience of                whether the author wants to entertain, explain or
imaginative                stories’ from those that ‘give opinions’            imaginative,               persuade and considering how audiences might
informative and           selecting texts for a particular purpose or task,   informative and            respond to those texts
persuasive texts           for example a website that will give information    persuasive texts
(ACELY1658)                about whales, a book that will tell a story about   (ACELY1668)
                           a possum

Read supportive           using contextual and semantic knowledge to          Read less                 using prior and learned knowledge and
texts using                make predictions about a text’s purpose and         predictable texts          vocabulary to make and confirm predictions
developing                 content                                             with phrasing and          when reading text
phrasing, fluency,        combining knowledge of context, meaning,            fluency by                using grammatical knowledge to predict likely
contextual,                grammar and phonics to decode text                  combining                  sentence patterns when reading more complex
semantic,                 recognising most high frequency sight words         contextual,                narratives and informative texts
grammatical and            when reading text                                   semantic,                 using knowledge of sound–letter relationships
phonic knowledge          self-correcting when reading does not make          grammatical and            and high frequency sight words when decoding
and emerging text          sense, using pictures, context, meaning,            phonic knowledge           text
processing                 phonics and grammatical knowledge                   using text                monitoring own reading and self-correcting when
strategies, for           reading aloud with developing fluency and           processing                 reading does not make sense, using
example prediction,        intonation                                          strategies, for            illustrations, context, phonics, grammar
monitoring meaning                                                             example monitoring         knowledge and prior and learned topic
and rereading                                                                  meaning,                   knowledge
(ACELY1659)                                                                    predicting,               using grammar and meaning to read aloud with
                                                                               rereading and self-        fluency and intonation
                                                                               correcting
                                                                               (ACELY1669)
Use comprehension         using elements in books and screen texts, for       Use                       making connections between the text and
strategies to build        example illustrations, diagrams, sound and          comprehension              students’ own experiences and experiences with
literal and inferred       movement, to support reading                        strategies to build        other texts, comparing authors’ differing point of
meaning about key         making connections between the text and             literal and inferred       view on a topic

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events, ideas and            students’ own experiences, and between                meaning and begin            making connections between information in print
information in texts         information in print and images                       to analyse texts by           and images
that they listen to,        finding key information in a text                     drawing on growing           building on and using prior knowledge and
view and read by            making inferences about characters’ feelings          knowledge of                  vocabulary
drawing on growing           and motives                                           context, language            making valid inferences using information in a
knowledge of                building knowledge about the topic of the text        and visual features           text and students’ own prior knowledge
context, text                and learning new vocabulary before and during         and print and                predicting, asking and answering questions as
structures and               reading                                               multimodal text               they read, and summarising and reviewing
language features           making predictions from the cover, from               structures                    meaning
(ACELY1660)                  illustrations and at points in the text before        (ACELY1670)
                             reading on
                            retelling the events or key information in the text
                             orally, in writing and/or through digital or arts
                             media

                                                                            WRITING

Year 1 Content                                                                     Year 2 Content
Language                 Elaborations                                              Language                  Elaborations
Understand patterns       identifying patterns of vocabulary items in texts       Understand how             exploring how texts develop their themes and
of repetition and            (for example class/subclass patterns, part/whole      texts are made               ideas, building information through connecting
contrast in simple           patterns, compare/contrast patterns, cause-and-       cohesive through             similar and contrasting dissimilar things
texts (ACELA1448)            effect patterns, word associations/collocation)       resources, for             mapping examples of word associations in texts,
                          discussing different types of texts and                 example word                 for example words that refer to the main
                             identifying some characteristic features and          associations,                character
                             elements (for example language patterns and           synonyms, and
                             repetition) in stories and poetry                     antonyms
                                                                                   (ACELA1464)
Recognise and               building word families from common                    Recognise that               talking about how a comma can be used to
know how to use              morphemes (for example 'play', 'plays', 'playing',    capital letters signal        separate two or more elements in a list, for
morphemes in word            'played', 'playground')                               proper nouns and              example ‘At the museum they saw a Tasmanian
families for example        using morphemes to read words (for example            commas are used               tiger, a dinosaur and two snakes’
‘play’ in ‘played’ and       by recognising the 'stem' in words such as            to separate items in
‘playing’                    'walk/ed')                                            lists (ACELA1465)
(ACELA1455)
Recognise that              using intonation and pauses in response to            Understand how to            drawing on knowledge of high frequency sight
different types of           punctuation when reading                              use digraphs, long            words
punctuation,                reading texts and identifying different sentence-     vowels, blends and           drawing on knowledge of sound–letter
including full stops,        level punctuation                                     silent letters to spell       relationships (for example breaking words into
question marks and          writing different types of sentences, for example     words, and use                syllables and phonemes)
exclamation marks,           statements and questions, and discussing              morphemes and                using known words in writing and spell unknown
signal sentences             appropriate punctuation                               syllabification to            words using developing visual, graphophonic

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that make                                                                        break up simple            and morphemic knowledge
statements, ask                                                                  words and use
questions, express                                                               visual memory to
emotion or give                                                                  write irregular
commands                                                                         words
(ACELA1449)                                                                      (ACELA1471)
Literature              Elaborations                                             Literature             Elaborations
Recreate texts           creating visual representations of literary texts      Create events and       creating imaginative reconstructions of stories
imaginatively using         from Aboriginal, Torres Strait Islander or Asian     characters using           and poetry using a range of print and digital
drawing, writing,           cultures                                             different media that       media
performance and          writing character descriptions drawn from              develop key events      telling known stories from a different point of
digital forms of            illustrations in stories                             and characters             view
communication            retelling key events in stories using oral             from literary texts     orally, in writing or using digital media,
(ACELT1586)                 language, arts, digital technologies and             (ACELT1593)                constructing a sequel to a known story
                            performance media
Literacy                Elaborations                                             Literacy               Elaborations
Create short             referring to learned knowledge of text structure       Create short            learning how to plan spoken and written
imaginative and             and grammar when creating a new text                 imaginative,               communications so that listeners and readers
informative texts        applying new vocabulary appropriately in               informative and            might follow the sequence of ideas or events
that show emerging          creating text                                        persuasive texts        sequencing content according to text structure
use of appropriate       learning how to plan spoken and written                using growing           using appropriate simple and compound
text structure,             communications so that listeners and readers         knowledge of text          sentence to express and combine ideas
sentence-level              might follow the sequence of ideas or events         structures and          using vocabulary, including technical
grammar, word            beginning to consider audience in designing a          language features          vocabulary, appropriate to text type and purpose
choice, spelling,           communication involving visual components,           for familiar and
punctuation and             selecting images for maximum impact                  some less familiar
appropriate                                                                      audiences,
multimodal                                                                       selecting print and
elements, for                                                                    multimodal
example illustrations                                                            elements
and diagrams                                                                     appropriate to the
(ACELY1661)                                                                      audience and
                                                                                 purpose
                                                                                 (ACELY1671)
Reread student's           adding or deleting words on page or screen to        Reread and edit           reading their work and adding, deleting or
own texts and               improve meaning, for example adding an               text for spelling,         changing words, prepositional phrases or
discuss possible            adjective to a noun                                  sentence-boundary          sentences to improve meaning, for example
changes to improve         reading the students’ own work aloud to listen       punctuation and            replacing an everyday noun with a technical one
meaning, spelling           for grammatical correctness: checking use of         text structure             in an informative text
and punctuation             capital letters, full stops, question marks and      (ACELY1672)               checking spelling using a dictionary
(ACELY1662)                 exclamation marks                                                              checking for inclusion of relevant punctuation
                           checking for inclusion of capital letters and full                              including capital letters to signal names, as well

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                           stops                                                                          as sentence beginnings, full stops, question
                          identifying words which might not be spelt                                     marks and exclamation marks
                           correctly                                                                     making significant changes to their texts using a
                          beginning to use dictionaries and classroom                                    word processing program ( for example add,
                           charts to check and correct spelling of less                                   delete or move sentences)
                           familiar words
Write using unjoined      using correct posture and pencil grip               Write legibly and         using correct pencil grip and posture
lower case and            learning how each letter is constructed including   with growing              writing sentences legibly and fluently using
upper case letters         where to start and the direction to follow          fluency using              unjoined print script of consistent size
(ACELY1663)               writing words legibly using unjoined print script   unjoined upper
                           of consistent size                                  case and lower
                                                                               case letters
                                                                               (ACELY1673)
Construct texts that      creating digital images and composing a story       Construct texts           experimenting with and combining elements of
incorporate                or information sequence on screen using             featuring print,           software programs to create texts
supporting images          images and captions                                 visual and audio
using software            adding images to digital written communications     elements using
including word             such as emails with pictures of self, classmates    software, including
processing                 or location                                         word processing
programs                                                                       programs
(ACELY1664)                                                                    (ACELY1674)

                                                              SPEAKING AND LISTENING

Year 1 Content                                                                 Year 2 Content
Language               Elaborations                                            Language               Elaborations
Understand that         recognising how and where signs and symbols           Understand that         identifying examples and features of different
people use different       are used and placed in students’ school and         spoken, visual and         kinds of spoken, non-verbal, written and visual
systems of                 community                                           written forms of           communication from Aboriginal and Torres Strait
communication to        learning some signs in Auslan and finding out         language are               Islander communities and from several Asian
cater to different         about ‘Hear a Book’ and Braille technologies for    different modes of         cultures within Australia, and associating those
needs and purposes         hearing and visually impaired people                communication with         features with particular communities
and that many                                                                  different features      recognising some phrases in the languages of
people may use sign                                                            and their use varies       the class and community, for example greetings
systems to                                                                     according to the           and expressions of politeness
communicate with                                                               audience, purpose,
others                                                                         context and cultural
(ACELA1443)                                                                    background
                                                                               (ACELA1460)
Understand that           recognising the effect of words, symbols,           Understand that           exploring how terms of address are used to
language is used in        gestures and body language on the way               language varies            signal different kinds of relationships
combination with           communications are received by others               when people take          exploring the differences between giving a

Page 19 of 28
other means of                                                                 on different roles in       presentation and talking to friends
communication, for                                                             social and                 exploring culturally specific greetings and
example facial                                                                 classroom                   expressions of politeness
expressions and                                                                interactions and
gestures to interact                                                           how the use of key
with others                                                                    interpersonal
(ACELA1444)                                                                    language resources
                                                                               varies depending
                                                                               on context
                                                                               (ACELA1461)
Understand that           learning the difference between questions and       Identify language          exploring how language is used to express
there are different        statements, requests and commands                   that can be used for        feelings including learning vocabulary to express
ways of asking for        learning about different types of questions         appreciating texts          a gradation of feeling, for example ‘happy’,
information, making        including closed and open questions and             and the qualities of        ‘joyful’, ‘pleased’, ‘contented’
offers and giving          ‘where’, ‘what’, ‘who’ and ‘why’ questions          people and things          exploring in stories, everyday and media texts
commands                                                                       (ACELA1462)                 moral and social dilemmas; such as right and
(ACELA1446)                                                                                                wrong, fairness/unfairness, inclusion and
                                                                                                           exclusion; learning to use language to describe
                                                                                                           actions and consider consequences
                                                                                                          exploring how language is used to construct
                                                                                                           characters and settings in narratives, including
                                                                                                           choice of nouns such as ‘girl’, ‘princess’ or
                                                                                                           ‘orphan’, and choice of adjectives such as
                                                                                                           ‘gentle’, ‘timid’ or ‘frightened’

Explore different         extending students’ vocabularies for the            Understand the use         interpreting new terminology drawing on prior
ways of expressing         expression of feelings and emotions                 of vocabulary about         knowledge, analogies and connections with
emotions, including       considering how others might respond before         familiar and new            known words
verbal, visual, body       students express their views and how students       topics and
language and facial        might respond to others’ views in civil and         experiment with
expressions                constructive ways                                   and begin to make
(ACELA1787)                                                                    conscious choices
                                                                               of vocabulary to
                                                                               suit audience and
                                                                               purpose
                                                                               (ACELA1470)
Understand the use        learning forms of address for visitors and how to                           
of vocabulary in           use language appropriately to ask directions
everyday contexts          and for information, for example on excursions
as well as a growing
number of school
contexts, including


Page 20 of 28
appropriate use of
formal and informal
terms of address in
different contexts
(ACELA1454)
Literature               Elaborations                                            Literature             Elaborations
Express preferences       sharing favourite texts and authors and some          Discuss how             exploring iconography of Aboriginal and Torres
for specific texts and       reasons for preferences                             depictions of              Strait Islander cultures
authors and listen to     discussing different texts and considering what       characters in print,    recognising recurring characters, settings and
the opinions of              is entertaining or appealing                        sound and images           themes in Dreaming stories experienced through
others (ACELT1583)        using arts methods and role play to express           reflect the contexts       texts, films and online sources
                             personal responses to characters and events in      in which they were      discussing moral and teaching stories from
                             stories                                             created                    varied cultures, identifying and comparing their
                          discussing different texts and considering what       (ACELT1587)                central messages
                             is entertaining or appealing and why
                          identifying who is telling the story in different
                             texts
Discuss characters        discussing characters from books and films and        Identify aspects of       describing features of texts from different
and events in a              whether these are life-like or imaginary (for       different types of         cultures including recurring language patterns,
range of literary            example talking animals)                            literary texts that        style of illustrations, elements of humour or
texts and share           comparing characters and events in texts to           entertain, and give        drama, and identifying the features which give
personal responses           students’ own experiences                           reasons for                rise to their personal preferences
to these texts,                                                                  personal                  connecting the feelings and behaviours of
making connections                                                               preferences                animals in anthropomorphic stories with human
with students' own                                                               (ACELT1590)                emotions and relationships
experiences                                                                                                drawing, writing and using digital technologies to
(ACELT1582)                                                                                                 capture and communicate favourite characters
                                                                                                            and events
Discuss how                 identifying similarities between texts from         Compare opinions          discussing each others’ preferences for stories
authors create               different cultural traditions, for example          about characters,          set in familiar or unfamiliar worlds, or about
characters using             representations of dragons in traditional           events and settings        people whose lives are like or unlike their own
language and                 European and Asian texts, and how spiritual         in and between
images                       beings are represented in Aboriginal and Torres     texts (ACELT1589)
(ACELT1581)                  Strait Islander stories
                            identifying some features of characters and how
                             particular words and images convey qualities of
                             their nature, for example some characters are
                             portrayed as shy, others adventurous
                            discussing the characters of fictional animals
                             and how they relate to those of humans
Discuss features of         examining different types of literature including   Identify, reproduce       exploring poems, chants, rhymes or songs from
plot, character and          traditional tales, humorous stories and poetry      and experiment             different cultures which class members may

Page 21 of 28
setting in different        discussing similarities and differences between     with rhythmic,            bring from home
types of literature          texts ( for example features of main characters     sound and word           learning to recite, sing or create interpretations
and explore some             in different stories)                               patterns in poems,        of poems, chants, rhymes or songs from
features of                 discussing features of book settings including      chants, rhymes and        students’ own and other different cultures
characters in                time (level, season) and place (country or city,    songs
different texts              realistic or imagined)                              (ACELT1592)
(ACELT1584)                 discussing how plots develop including:
                             beginnings (orientation), how the problem
                             (complication) is introduced and solved
                             (resolution
Listen to, recite and       exploring performance poetry, chants and songs
perform poems,               from Aboriginal and Torres Strait Islander
chants, rhymes and           peoples and Asian cultures
songs, imitating and        listening to and performing simple haiku poems
inventing sound              about familiar topics such as nature and the
patterns including           seasons
alliteration and
rhyme (ACELT1585)
Literacy                 Elaborations                                            Literacy              Elaborations
Engage in                 listening for details in spoken informative texts     Listen for specific    using spoken language for problem solving, and
conversations and         participating in informal and structured class,       purposes and              exploring ideas and concepts
discussions, using           group and pair discussions about content area       information,           listening for specific information and providing
active listening             topics, ideas and information                       including                 two or more key facts from an informative text
behaviours, showing       speaking clearly and with appropriate volume          instructions, and         spoken or read aloud
interest, and             interacting confidently and appropriately with        extend students’       listening to, remembering and responding to
contributing ideas,          peers, teachers, visitors and community             own and others'           detailed instructions
information and              members                                             ideas in
questions                 learning to value listening, questioning and          discussions
(ACELY1656)                  positive body language and understanding that       (ACELY1666)
                             different cultures may approach these differently
                          formulating different types of questions to ask a
                             speaker, such as open and closed questions
                             and ‘when’, ‘why’ and ‘how’ questions
Use interaction skills    identifying turn-taking patterns in group and pair    Use interaction          discussing appropriate conventions to use in
including turn-              work (for example initiating a topic, changing a    skills including          group discussions
taking, recognising          topic when appropriate, staying on task,            initiating topics,       exploring ways to comment on what others say,
the contributions of         supporting other speakers, eliciting responses,     making positive           including using sentence starters such as ‘I like
others, speaking             being supportive and attentive listeners, asking    statements and            the way you…’, ‘I agree that …’, ‘I have a
clearly and using            relevant questions, providing useful feedback,      voicing                   different thought…’, ‘I’d like to say something
appropriate volume           prompting, checking understanding, 'sharing the     disagreement in an        different…’
and pace                     talking space')                                     appropriate              participating in pair, group and class speaking
(ACELY1788)               participating in pair, group and class speaking       manner, speaking          and listening situations, including informal

Page 22 of 28
                          and listening situations, including informal        clearly and varying       conversations, class discussions and
                          conversations and class discussions,                tone, volume and          presentations
                          contributing ideas and listening to the             pace appropriately       demonstrating appropriate listening behaviour,
                          contributions of others                             (ACELY1789)               responding to and paraphrasing a partner’s
                         taking turns, asking and answering questions                                  contribution to a discussion, such as
                          and attempting to involve others in discussions                               think/pair/share activities
                         demonstrating active listening behaviour and                                 asking relevant questions and making
                          responding to what others say in pair, group                                  connections with personal experiences and the
                          and class discussions                                                         contributions of others
                         experimenting with voice volume and pace for                                 brainstorming topics, contributing ideas and
                          particular purposes including making                                          acknowledging the ideas of others
                          presentations, retelling stories and reciting                                speaking clearly and with appropriate intonation
                          rhymes and poems                                                             understanding how to disagree with a point of
                         attempting correct pronunciation of new                                       view or offer an alternative idea courteously
                          vocabulary                                                                   experimenting with presentation strategies such
                                                                                                        as pitch, volume and intonation
Make short               reporting the results of group discussions          Rehearse and             adjusting presentation for different audiences
presentations using      providing simple explanations about how to do       deliver short            preparing and giving oral presentations,
some introduced           or make something                                   presentations on          including reports of group discussions, using
text structures and      giving short oral presentations about areas of      familiar and new          more formal speech and specific vocabulary
language, for             interest or content area topics, speaking clearly   topics                    about content area topics
example opening           and with appropriate volume and using               (ACELY1667)              listening and responding to presentations,
statements                extended vocabulary and a growing knowledge                                   including those using multimedia, on familiar and
(ACELY1657)               of content-specific words                                                     learned topics, recording key information, and
                                                                                                        connecting new and existing knowledge about a
                                                                                                        topic




Page 23 of 28
                                                    AUSTRALIAN CURRICULUM PRIORITIES
                 Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to
                 this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait I slander communities, deep knowledge traditions and
                 holistic world view.
                 A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a
                 structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This
 Aboriginal      sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements
 and Torres      enhances all areas of the curriculum.
     Strait      The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by
   Islander      engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate
histories and    positively in the ongoing development of Australia.
  cultures       The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for
                 students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts.
                 Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and
                 Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait
                 Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the
                 application and evaluation of statistical data.
                 The Asia and Australia’s engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China,
                 India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive.
                 An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build
                 harmonious local, regional and global communities, and build Australia’s social, intellectual and creative capital.
                 This priority is concerned with Asia literacy for all Australian students. Asia literacy develops knowledge, skills and understanding about
                 the histories, geographies, cultures, arts, literatures and languages of the diverse countries of our region. It fosters social inclusion in the
                 Australian community. It enables students to communicate and engage with the peoples of Asia so they can effectively live, work and
  Asia and
                 learn in the region.
 Australia’s
                 Australia now has extensive engagement with Asia in areas such as trade, investment, immigration, tourism, education and
Engagement
                 humanitarian assistance and this engagement is vital to the prosperity of all Australians.
  with Asia
                 The Australian Curriculum: mathematics provides opportunities for students to learn about the understandings and applications of
                 mathematics in Asia. In the past, mathematicians from the Asia region have made significant contributions to the development of the
                 human understanding of number, algebra and trigonometry.
                 Mathematicians from Asia continue to contribute to the ongoing development of mathematical understanding. In this learning area,
                 students investigate the concept of chance using Asian games. They explore the way Asian societies apply other mathematical
                 concepts such as patterns and symmetry in art and architecture. Investigations involving data collection and representation can be used
                 to examine issues pertinent to the Asia region.
                 Sustainability addresses the ongoing capacity of Earth to maintain all life.
                 Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs.
                 Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They
Sustainability   necessitate a renewed and balanced approach to the way humans interact with each other and the environment.
                 Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more
                 sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially
                 just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic


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                considerations.
                The Australian Curriculum: mathematics provides the foundation for the exploration of issues of sustainability. It equips students with the
                skills of measurement, mathematical modelling, and data collection, representation and analysis. These skills are needed to investigate
                data, evaluate and communicate findings and to make predictions based on those findings.
                Mathematical understandings and skills are necessary to monitor and quantify both the impact of human activity on ecosystems and
                changes to conditions in the biosphere. Actions to improve sustainability involve students in processes such as auditing, reading
                measures and gauges, and interpreting data on invoices and accounts. Mathematical and statistical analysis enables informed decision
                making about present and future action.
                Learning in mathematics involves the use of knowledge and skills learnt in other areas, particularly in English, science and history.
                The Australian National Numeracy Review Report (2008) identified numeracy as requiring an across-the-school commitment, including
                mathematical, strategic and contextual aspects. This across-the-school commitment can be managed by including specific references to
                other curriculum areas in the mathematics curriculum, and the identification of key numeracy capacities in the descriptions of other
                curriculum areas being developed. For example, the following are some of the numeracy perspectives that could be relevant to English,
                science and history.




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ACHIEVEMENT STANDARDS

                     VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS


                                                             VELS English Standards Years 1 & 2
Speaking and listening Standard Level 2
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that
they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and
endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking
clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information
presented. They listen to others and respond appropriately to what has been said.
Reading Standard Level 2
At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures,
and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning
of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text,
and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and
describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and
imaginary experience.
Writing Standard Level 2
At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information
to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their
own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using
pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling
patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own
writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and
spacing.


                                                   VELS Thinking Processes Standards Years 1 & 2

No standard till Level 3


                                                    VELS Personal Learning Standards Years 1 & 2

No standard till Level 3




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                                           VELS Interpersonal Learning Standards Foundation Years 1 & 2
Building social relationships
At Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and
accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.
Working in teams
At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly.
With teacher support, they describe their contribution to the activities of the team.




                                AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH
                                                   AUSTRALIAN CURRICULUM ENGLISH Years 1 & 2
Year 1 Reading and viewing achievement standard                                 Year 2 Reading and viewing achievement standard
By the end of Level 1, students understand the different purposes of texts.     By the end of Level 2 students understand how similar texts share
They make connections to personal experience when explaining characters         characteristics by identifying text structures and language features used to
and main events in short texts. They identify the language features, images     describe characters, settings and events. They read texts that contain
and vocabulary used to describe characters and events. Students read            varied sentence structures, some unfamiliar vocabulary, a significant
aloud, with developing fluency and intonation, short texts with some            number of high frequency sight words and images that provide additional
unfamiliar vocabulary, simple and compound sentences and supportive             information. They monitor meaning and self-correct using context, prior
images. When reading, they use knowledge of sounds and letters, high            knowledge, punctuation, language and phonic knowledge. They identify
frequency words, sentence boundary punctuation and directionality to            literal and implied meaning, main ideas and supporting detail. Students
make meaning. They recall key ideas and recognise literal and implied           make connections between texts by comparing content.
meaning in texts.
Year 1 Writing achievement standard                                             Year 2 Writing achievement standard
When writing, students provide details about ideas or events. They              Students create texts that show how images support the meaning of the
accurately spell words with regular spelling patterns and use capital letters   text. They accurately spell familiar words and attempt to spell less familiar
and full stops. They correctly form all upper- and lower-case letters.          words and use punctuation accurately. They legibly write unjoined upper-
                                                                                and lower-case letters.
Year 1 Speaking and listening achievement standard                              Year 2 Writing achievement standard
They listen to others when taking part in conversations using appropriate       They listen for particular purposes. They listen for and manipulate sound
language features. They listen for and reproduce letter patterns and letter     combinations and rhythmic sound patterns. When discussing their ideas
clusters. Students understand how characters in texts are developed and         and experiences, students use everyday language features and topic-
give reasons for personal preferences. They create texts that show              specific vocabulary. They explain their preferences for aspects of texts
understanding of the connection between writing, speech and images.             using other texts as comparisons. They create texts that show how images
They create short texts for a small range of purposes. They interact in pair,   support the meaning of the text. Students create texts, drawing on their
group and class discussions, taking turns when responding. They make            own experiences, their imagination and information they have learned.
short presentations of a few connected sentences on familiar and learned        Students use a variety of strategies to engage in group and class
topics.                                                                         discussions and make presentations.




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                                                 PoLT (Principles of Learning and Teaching)
                Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:
                The learning environment is supportive and productive.
                In learning environments that reflect this principle the teacher:
                1.1 builds positive relationships through knowing and valuing each student
                1.2 promotes a culture of value and respect for individuals and their communities
                1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning
                1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
                The learning environment promotes independence, interdependence and self motivation.
                In learning environments that reflect this principle the teacher:
                2.1 encourages and supports students to take responsibility for their learning
                2.2 uses strategies that build skills of productive collaboration.
                Students' needs, backgrounds, perspectives and interests are reflected in the learning program.
                In learning environments that reflect this principle the teacher:
                3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students
                3.2 uses a range of strategies that support the different ways of thinking and learning
                3.3 builds on students’ prior experiences, knowledge and skills
                3.4 capitalises on students’ experience of a technology rich world.
PoLT focus
                Students are challenged and supported to develop deep levels of thinking and application.
    to be
                In learning environments that reflect this principle the teacher:
 embedded
                4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
in this unit.
                4.2 promotes substantive discussion of ideas
                4.3 emphasises the quality of learning with high expectations of achievement
                4.4 uses strategies that challenge and support students to question and reflect
                4.5 uses strategies to develop investigating and problem solving skills
                4.6 uses strategies to foster imagination and creativity.
                Assessment practices are an integral part of teaching and learning.
                In learning environments that reflect this principle the teacher:
                5.1 designs assessment practices that reflect the full range of learning program objectives
                5.2 ensures that students receive frequent constructive feedback that supports further learning
                5.3 makes assessment criteria explicit
                5.4 uses assessment practices that encourage reflection and self assessment
                5.5 uses evidence from assessment to inform planning and teaching.
                Learning connects strongly with communities and practice beyond the classroom.
                In learning environments that reflect this principle the teacher:
                6.1 supports students to engage with contemporary knowledge and practice
                6.2 plans for students to interact with local and broader communities
                6.3 uses technologies in ways that reflect professional and community practices.




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