Australian Curriculum: English
Australian Curriculum: EnglishScope and Sequence by Strands (F-10) This document presents scope and sequence documents arranged by the Strands of Language, Literacy and Literature This document shows the progression of content in the three strands and can be used in curriculum planning across a number of years of schooling, or to inform the planning of differentiatedcurriculum.Copyright School Curriculum and Standards Authority, 2013This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’smoral rights are not infringed.Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968or with permission of the copyright owners.Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution - Non Commercial 3.0 Australia licence.
Australian Curriculum: EnglishLanguage variation andchangeLanguage (Foundation – Year 2)Sound and letterknowledgeLanguage for interactionText structure and organisationExpressing and developing ideasF Understand thatEnglish is one of manylanguages spoken inAustralia and thatdifferent languagesmay be spoken byfamily, classmates andcommunity Explore how language isused differently at homeand school depending onthe relationships betweenpeople Understand that languagecan be used to exploreways of expressingneeds, likes and dislikes Understand that texts can take many forms, can bevery short (for example an exit sign) or quite long (forexample an information book or a film) and thatstories and informative texts have different purposes Understand that some language in written texts isunlike everyday spoken language Understand that punctuation is a feature of writtentext different from letters; recognise how capital lettersare used for names, and that capital letters and fullstops signal the beginning and end of sentences Understand concepts about print and screen,including how books, film and simple digital textswork, and know some features of print, for exampledirectionality Recognise that sentences are key units for expressing ideas Recognise that texts are made up of words and groups of words that makemeaning Explore the different contribution of words and images to meaning instories and informative texts Understand the use of vocabulary in familiar contexts related to everydayexperiences, personal interests and topics taught at school Know that spoken sounds and words can be written down using letters ofthe alphabet and how to write some high-frequency sight words andknown words Know how to use onset and rime to spell words Recognise rhymes,syllables andsounds (phonemes)in spoken words Recognise theletters of thealphabet and knowthere are lower andupper case letters1 Understand that peopleuse different systemsof communication tocater to different needsand purposes and thatmany people may usesign systems tocommunicate withothers Understand that languageis used in combinationwith other means ofcommunication, forexample facialexpressions and gesturesto interact with others Understand that there aredifferent ways of askingfor information, makingoffers and givingcommands Explore different ways ofexpressing emotions,including verbal, visual,body language and facialexpressions Understand that the purposes texts serve shape theirstructure in predictable ways Understand patterns of repetition and contrast insimple texts Recognise that different types of punctuation,including full stops, question marks and exclamationmarks, signal sentences that make statements, askquestions, express emotion or give commands Understand concepts about print and screen,including how different types of texts are organisedusing page numbering, tables of content, headingsand titles, navigation buttons, bars and links Identify the parts of a simple sentence that represent ‘What’s happening?’,‘Who or what is doing or receiving the action?’ and the circumstancessurrounding the action Explore differences in words that represent people, places and things(nouns and pronouns), actions (verbs), qualities (adjectives) and detailslike when, where and how (adverbs) Compare different kinds of images in narrative and informative texts anddiscuss how they contribute to meaning Understand the use of vocabulary in everyday contexts as well as agrowing number of school contexts, including appropriate use of formaland informal terms of address in different contexts Know that regular one-syllable words are made up of letters and commonletter clusters that correspond to the sounds heard, and how to use visualmemory to write high-frequency words Recognise and know how to use morphemes in word families for example‘play’ in ‘played’ and ‘playing’ Manipulate soundsin spoken wordsincluding phonemedeletion andsubstitution Recognise sound–letter matchesincluding commonvowel andconsonant digraphsand consonantblends Understand thevariability of sound–letter matches Understand thatspoken, visual andwritten forms oflanguage are differentmodes ofcommunication withdifferent features andtheir use variesaccording to theaudience, purpose,context and culturalbackground Understand that languagevaries when people takeon different roles in socialand classroominteractions and how theuse of key interpersonallanguage resources variesdepending on context Identify language that canbe used for appreciatingtexts and the qualities ofpeople and things Understand that different types of texts haveidentifiable text structures and language features thathelp the text serve its purpose Understand how texts are made cohesive throughresources, for example word associations, synonyms,and antonyms Recognise that capital letters signal proper nouns andcommas are used to separate items in lists Know some features of text organisation includingpage and screen layouts, alphabetical order, anddifferent types of diagrams, for example timelines Understand that simple connections can be made between ideas by usinga compound sentence with two or more clauses and coordinatingconjunctions Understand that nouns represent people, places, things and ideas andcan be, for example, common, proper, concrete and abstract, and thatnoun groups can be expanded using articles and adjectives Identify visual representations of characters’ actions, reactions, speechand thought processes in narratives, and consider how these images addto or contradict or multiply the meaning of accompanying words Understand the use of vocabulary about familiar and new topics andexperiment with and begin to make conscious choices of vocabulary tosuit audience and purpose Understand how to use digraphs, long vowels, blends and silent letters tospell words, and use morphemes and syllabification to break up simplewords and use visual memory to write irregular words Recognise common prefixes and suffixes and how they change a word’smeaning Recognise mostsound–lettermatches includingsilent letters,vowel/consonantdigraphs and manyless commonsound–lettercombinations2 School Curriculum and Standards Authority 2013Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013)
Australian Curriculum: EnglishLanguage (Year 3 – Year 10)Language variation and changeLanguage for interactionText structure and organisationExpressing and developing ideas Understand that languages have differentwritten and visual communicationsystems, different oral traditions anddifferent ways of constructing meaning Understand that successful cooperationwith others depends on shared use ofsocial conventions, including turn-takingpatterns, and forms of address that varyaccording to the degree of formality insocial situations Examine how evaluative language canbe varied to be more or less forceful Understand how different types of texts varyin use of language choices, depending ontheir function and purpose, for exampletense, mood, and types of sentences Understand that paragraphs are a keyorganisational feature of written texts Know that word contractions are a feature ofinformal language and that apostrophes ofcontraction are used to signal missing letters Identify the features of online texts thatenhance navigation Understand that a clause is a unit of meaning usually containing a subjectand a verb and that these need to be in agreement Understand that verbs represent different processes (doing, thinking,saying, and relating) and that these processes are anchored in timethrough tense Identify the effect on audiences of techniques, for example shot size,vertical camera angle and layout in picture books, advertisements and filmsegments Learn extended and technical vocabulary and ways of expressing opinionincluding modal verbs and adverbs Understand how to use sound–letter relationships and knowledge ofspelling rules, compound words, prefixes, suffixes, morphemes and lesscommon letter combinations, for example ‘tion’ Recognise high frequency sight words Understand that Standard AustralianEnglish is one of many social dialectsused in Australia, and that while itoriginated in England it has beeninfluenced by many other languages Understand that social interactionsinfluence the way people engage withideas and respond to others for examplewhen exploring and clarifying the ideasof others, summarising students’ ownviews and reporting them to a largergroup Understand differences between thelanguage of opinion and feeling and thelanguage of factual reporting orrecording Understand how texts vary in complexity andtechnicality depending on the approach tothe topic, the purpose and the intendedaudience Understand how texts are made cohesivethrough the use of linking devices includingpronoun reference and text connectives Recognise how quotation marks are used intexts to signal dialogue, titles and reportedspeech Identify features of online texts that enhancereadability including text, navigation, links,graphics and layout Understand that the meaning of sentences can be enriched through theuse of noun and verb groups and prepositional phrases Investigate how quoted (direct) and reported (indirect) speech work indifferent types of text Understand how adverbials (adverbs and prepositional phrases) work indifferent ways to provide circumstantial details about an activity Explore the effect of choices when framing an image, placement ofelements in the image, and salience on composition of still and movingimages in a range of types of texts Incorporate new vocabulary from a range of sources into students’ owntexts including vocabulary encountered in research Understand how to use strategies for spelling words, including spellingrules, knowledge of morphemic word families, spelling generalisations,and letter combinations including double letters Recognise homophones and know how to use context to identify correctspelling Understand that the pronunciation,spelling and meanings of words havehistories and change over time Understand that patterns of languageinteraction vary across social contextsand types of texts and that they help tosignal social roles and relationships Understand how to move beyond makingbare assertions and take account ofdiffering perspectives and points of view Understand how texts vary in purpose,structure and topic as well as the degree offormality Understand that the starting point of asentence gives prominence to the messagein the text and allows for prediction of howthe text will unfold Understand how possession is signalledthrough apostrophes and how to useapostrophes of possession for common andproper nouns Investigate how the organisation of texts intochapters, headings, subheadings, homepages and sub-pages for online texts andaccording to chronology or topic can be usedto predict content and assist navigation Understand the difference between main and subordinate clauses andhow these can be combined to create complex sentences throughsubordinating conjunctions to develop and expand ideas Understand how noun and adjective groups can be expanded in a varietyof ways to provide a fuller description of the person, thing or idea Explain sequences of images in print texts and compare these to the wayshyperlinked digital texts are organised, explaining their effect on viewers’interpretations Understand the use of vocabulary to express greater precision ofmeaning, and know that words can have different meanings in differentcontexts Understand how to use banks of known words as well as word origins,prefixes, suffixes and morphemes to learn and spell new words Recognise uncommon plurals, for example ‘foci’345 School Curriculum and Standards Authority 2013Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013)
Australian Curriculum: EnglishLanguage (Year 3 – Year 10)Language variation and changeLanguage for interactionText structure and organisationExpressing and developing ideas Understand that different social andgeographical dialects or accents are usedin Australia in addition to StandardAustralian English Understand that strategies for interactionbecome more complex and demandingas levels of formality and social distanceincrease Understand the uses of objective andsubjective language and bias Understand how authors often innovate ontext structures and play with languagefeatures to achieve particular aesthetic,humorous and persuasive purposes andeffects Understand that cohesive links can be madein texts by omitting or replacing words Understand the uses of commas to separateclauses Investigate how clauses can be combined in a variety of ways toelaborate, extend or explain ideas Understand how ideas can be expanded and sharpened through carefulchoice of verbs, elaborated tenses and a range of adverbials Identify and explain how analytical images like figures, tables, diagrams,maps and graphs contribute to our understanding of verbal information infactual and persuasive texts Investigate how vocabulary choices, including evaluative language canexpress shades of meaning, feeling and opinion Understand how to use banks of known words, word origins, base words,suffixes and prefixes, morphemes, spelling patterns and generalisations tolearn and spell new words, for example technical words and wordsadopted from other languages Understand the way language evolves toreflect a changing world, particularly inresponse to the use of new technology forpresenting texts and communicating Understand how accents, styles ofspeech and idioms express and createpersonal and social identities Understand how language is used toevaluate texts and how evaluationsabout a text can be substantiated byreference to the text and other sources Understand and explain how the textstructures and language features of textsbecome more complex in informative andpersuasive texts and identify underlyingstructures such as taxonomies, cause andeffect, and extended metaphors Understand that the coherence of morecomplex texts relies on devices that signaltext structure and guide readers, for exampleoverviews, initial and concluding paragraphsand topic sentences, indexes or site maps orbreadcrumb trails for online texts Understand the use of punctuation to supportmeaning in complex sentences with phrasesand embedded clauses Recognise and understand that embedded clauses are a common featureof sentence structures and contribute additional information to a sentence Understand how modality is achieved through discriminating choices inmodal verbs, adverbs, adjectives and nouns Analyse how point of view is generated in visual texts by means ofchoices, for example gaze, angle and social distance Investigate vocabulary typical of extended and more academic texts andthe role of abstract nouns, classification, description and generalisation inbuilding specialised knowledge through language Understand how to use spelling rules and word origins, for example Greekand Latin roots, base words, suffixes, prefixes, spelling patterns andgeneralisations to learn new words and how to spell them Understand the influence and impact thatthe English language has had on otherlanguages or dialects and how Englishhas been influenced in return Understand how conventions of speechadopted by communities influence theidentities of people in those communities Understand how rhetorical devices areused to persuade and how differentlayers of meaning are developed throughthe use of metaphor, irony and parody Analyse how the text structures andlanguage features of persuasive texts,including media texts, vary according to themedium and mode of communication Understand how cohesion in texts isimproved by strengthening the internalstructure of paragraphs through the use ofexamples, quotations and substantiation ofclaims Understand how coherence is created incomplex texts through devices like lexicalcohesion, ellipsis, grammatical theme andtext connectives Understand the use of punctuationconventions including colons, semicolons,dashes and brackets in formal and informaltexts Analyse and examine how effective authors control and use a variety ofclause structures, including embedded clauses Understand the effect of nominalisation in the writing of informative andpersuasive texts Investigate how visual and multimodal texts allude to or draw on othertexts or images to enhance and layer meaning Recognise that vocabulary choices contribute to the specificity, abstractionand style of texts Understand how to apply learned knowledge consistently in order to spellaccurately and to learn new words including nominalisations678 School Curriculum and Standards Authority 2013Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013)
Australian Curriculum: EnglishLanguage variation and changeLanguage (Year 3 – Year 10)Language for interactionText structure and organisation Understand that Standard AustralianEnglish is a living language within whichthe creation and loss of words and theevolution of usage is ongoing Understand that roles and relationshipsare developed and challenged throughlanguage and interpersonal skills Investigate how evaluation can beexpressed directly and indirectly usingdevices, for example allusion, evocativevocabulary and metaphor Understand that authors innovate with textstructures and language for specificpurposes and effects Compare and contrast the use of cohesivedevices in texts, focusing on how they serveto signpost ideas, to make connections andto build semantic associations between ideas Understand how punctuation is used alongwith layout and font variations in constructingtexts for different audiences and purposes Explain how authors experiment with the structures of sentences andclauses to create particular effects Understand how certain abstract nouns can be used to summarisepreceding or subsequent stretches of text Analyse and explain the use of symbols, icons and myth in still andmoving images and how these augment meaning Identify how vocabulary choices contribute to specificity, abstraction andstylistic effectiveness Understand how spelling is used creatively in texts for particular effects,for example characterisation and humour and to represent accents andstyles of speech Understand that Standard AustralianEnglish in its spoken and written formshas a history of evolution and change andcontinues to evolve Understand how language use can haveinclusive and exclusive social e
School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) Australian Curriculum: English Language (Foundation –Year 2) Language variation and change Language for interaction Text structure and organisation Expressing and developing ideas
Australian Patent No. 692929 Australian Patent No. 708311 Australian Patent No. 709987 Australian Patent No. 710420 Australian Patent No. 711699 Australian Patent No. 712238 Australian Patent No. 728154 Australian Patent No. 731197 PATENTED NO. EP0752134 PATENTED NO.
development of the first Australian Curriculum and sets out the rationale, dimensions and structure of the Australian Curriculum. It also describes the processes for quality assurance and review of the Australian Curriculum, including the aims for the review of the Foundation to Year 10 Australian
Values resources and links to the Australian Curriculum The curriculum mapping reveals clear links between the key values resources and the Australian Curriculum. In the following table the learning areas for Phase 1 and most relevant year levels in the Australian Curriculum have been
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4 Abbreviations and acronyms ACM asbestos containing material ACTU Australian Council of Trade Unions AISC Australian Industry and Skills Commission AMR Australian Mesothelioma Registry ANTA Australian National Training Authority AQF Australian Qualifications Framework ASEA Asbestos Safety and Eradication Agency ASQA Australian Skills Quality Authority .
4 1. PURPOSE 1.1 The Shape of the Australian Curriculum: Mathematics will guide the writing of the Australian mathematics curriculum K–12. 1.2 This paper has been prepared following analysis of extensive consultation feedback to the National Mathematics Curriculum Framing Paper and decisions taken by the National Curriculum Board. 1.3
ATLANTIC CANAD A ENGLISH LANGU AGE ARTS CURRICULUM: ENTR Y–3 1 INTRODUCTION Introduction The curriculum described in Foundation for the Atlantic Canada English Language Arts Curriculum and in this curriculum guide for Atlantic Canada English Language Arts Curriculum: Entry–3, referred to hereafter as English Languag
Cambridge University Press 978-1-107-69787-4 – Cambridge Checkpoint Mathematics Greg Byrd Lynn Byrd and Chris Pearce Excerpt More information 1 Integers, powers and roots 1 8 Find: 9 10 11 12
