English: Sequence Of Content F-6 Strand: Language
English: Sequence of content F-6 Strand: LanguageSub-strandFoundationYear 1Year 2Year 3Year 4Year 5Year 6Language Variation and change sub-strandLanguagevariationand changeHow Englishvariesaccordingto contextand purpose,includingcultural andhistoricalcontextUnderstand thatEnglish is one of manylanguages spokenin Australia and thatdifferent languagesmay be spoken byfamily, classmatesand community(ACELA1426)Understandthat people usedifferent systemsof communicationto cater to differentneeds and purposesand that many peoplemay use sign systemsto communicate withothers (ACELA1443)Understand thatspoken, visualand written formsof language aredifferent modes ofcommunication withdifferent featuresand their use variesaccording to theaudience, purpose,context and culturalbackground(ACELA1460)Understand thatlanguages havedifferent written andvisual communicationsystems, differentoral traditions anddifferent ways ofconstructing meaning(ACELA1475)Understand thatStandard AustralianEnglish is one ofmany social dialectsused in Australia, andthat while it originatedin England it has beeninfluenced by manyother languages(ACELA1487)Understand thatthe pronunciation,spelling andmeanings of wordshave histories andchange over time(ACELA1500)Understand thatdifferent social andgeographical dialectsor accents are usedin Australia in additionto Standard AustralianEnglish (ACELA1515)Understand thatpatterns of languageinteraction varyacross social contextsand types of textsand that they help tosignal social roles andrelationships(ACELA1501)Understand thatstrategies forinteraction becomemore complex anddemanding as levelsof formality and socialdistance increase(ACELA1516)Language for interaction sub-strandLanguagefor socialinteractionsHow languageused fordifferentformal andinformal socialinteractions isinfluenced bythe purposeand audienceExplore how languageis used differentlyat home and schooldepending on therelationships betweenpeople (ACELA1428)Understand thatlanguage is usedin combinationwith other meansof communication,for example facialexpressionsand gestures tointeract with others(ACELA1444)Understand that thereare different ways ofasking for information,making offers andgiving commands(ACELA1446)Understand thatlanguage varieswhen people takeon different roles insocial and classroominteractions andhow the use ofkey interpersonallanguage resourcesvaries depending oncontext (ACELA1461)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 1Understandthat successfulcooperation withothers dependson shared use ofsocial conventions,including turn-takingpatterns, and formsof address that varyaccording to thedegree of formalityin social situations(ACELA1476)Understand thatsocial interactionsinfluence the waypeople engage withideas and respond toothers for examplewhen exploring andclarifying the ideas ofothers, summarisingtheir own viewsand reporting themto a larger group(ACELA1488)
English: Sequence of content F-6 Strand: LanguageSub-strandEvaluativelanguageHow languageis used toexpressopinionsand makeevaluativejudgmentsabout people,places, thingsand textsFoundationUnderstand thatlanguage can be usedto explore ways ofexpressing needs,likes and dislikes(ACELA1429)Year 1Explore differentways of expressingemotions, includingverbal, visual,body language andfacial expressions(ACELA1787)Year 2Identify languagethat can be used forappreciating textsand the qualities ofpeople and things(ACELA1462)Year 3Examine howevaluative languagecan be varied to bemore or less forceful(ACELA1477)Year 4Understanddifferences betweenthe language ofopinion and feelingand the languageof factual reportingor recording(ACELA1489)Year 5Year 6Understand how tomove beyond makingbare assertions andtake account ofdiffering perspectivesand points of view(ACELA1502)Understand the usesof objective andsubjective languageand bias (ACELA1517)Understand howtexts vary in purpose,structure and topicas well as thedegree of formality(ACELA1504)Understand howauthors often innovateon text structuresand play withlanguage featuresto achieve particularaesthetic, humorousand persuasivepurposes and effects(ACELA1518)Text structure and organisation sub-strandPurposeaudience andstructures ofdifferent typesof textsHow textsserve differentpurposesand how thestructures oftypes of textsvary accordingto the textpurposeUnderstand that thepurposes texts serveshape their structurein predictable ways(ACELA1447)Understand thatdifferent types oftexts have identifiabletext structures andlanguage features thathelp the text serve itspurpose (ACELA1463)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 2Understand howdifferent typesof texts vary inuse of languagechoices, dependingon their purposeand context (forexample, tense andtypes of sentences)(ACELA1478)Understand how textsvary in complexityand technicalitydepending on theapproach to the topic,the purpose and theintended audience(ACELA1490)
English: Sequence of content F-6 Strand: LanguageSub-strandText cohesionHow textswork ascohesivewholes throughlanguagefeatures thatlink partsof the texttogether, suchas paragraphs,connectives,nouns s toperformdifferentfunctions in atext.Conceptsof print andscreenDifferentconventionsthat apply tohow text ispresented on apage or screenFoundationYear 1Year 2Year 3Year 4Year 5Year 6Understand thatsome languagein written texts isunlike everydayspoken language(ACELA1431)Understand patternsof repetition andcontrast in simpletexts (ACELA1448)Understand how textsare made cohesivethrough languagefeatures, includingword associations,synonyms,and antonyms(ACELA1464)Understand thatparagraphs are akey organisationalfeature of written texts(ACELA1479)Understand howtexts are madecohesive throughthe use of linkingdevices includingpronoun referenceand text connectives(ACELA1491)Understand thatthe starting pointof a sentence givesprominence to themessage in thetext and allows forprediction of howthe text will unfold(ACELA1505)Understand thatcohesive links canbe made in texts byomitting or replacingwords (ACELA1520)Understand thatpunctuation is afeature of writtentext different fromletters; recognisehow capital lettersare used for names,and that capital lettersand full stops signalthe beginning andend of sentences(ACELA1432)Recognise thatdifferent typesof punctuation,including full stops,question marks andexclamation marks,signal sentences thatmake statements,ask questions,express emotionor give commands(ACELA1449)Recognise thatcapital letters signalproper nouns andcommas are used toseparate items in lists(ACELA1465)Know that wordcontractions are afeature of informallanguage and thatapostrophes ofcontraction are usedto signal missingletters (ACELA1480)Recognise howquotation marks areused in texts to signaldialogue, titles andquoted (direct) speech(ACELA1492)Understand how thegrammatical categoryof possessives issignalled throughapostrophes and howto use apostropheswith commonand proper nouns(ACELA1506)Understand the use ofcommas to separateclauses (ACELA1521)Understand conceptsabout print andscreen, includinghow books, film andsimple digital textswork, and know somefeatures of print, forexample directionality(ACELA1433)Understand conceptsabout print andscreen, including howdifferent types of textsare organised usingpage numbering,tables of content,headings and titles,navigation buttons,bars and links(ACELA1450)Know some featuresof text organisationincluding page andscreen layouts,alphabetical order,and different typesof diagrams, forexample timelines(ACELA1466)Identify the featuresof online texts thatenhance navigation(ACELA1790)Identify featuresof online texts thatenhance readabilityincluding text,navigation, links,graphics and layout(ACELA1793)Investigate howthe organisationof texts intochapters, headings,subheadings, homepages and subpages for onlinetexts and accordingto chronology ortopic can be usedto predict contentand assist navigation(ACELA1797)This sequence endsat Year 5v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 3
English: Sequence of content F-6 Strand: LanguageSub-strandFoundationYear 1Year 2Year 3Year 4Year 5Year 6Understand thatthe meaning ofsentences can beenriched through theuse of noun groups/phrases and verbgroups/phrases andprepositional phrases(ACELA1493)Understand thedifference betweenmain and subordinateclauses and that acomplex sentenceinvolves at least onesubordinate clause(ACELA1507)Investigate howcomplex sentencescan be used in avariety of ways toelaborate, extend andexplain ideas(ACELA1522)Understand how noungroups/phrases andadjective groups/phrases can beexpanded in a varietyof ways to providea fuller descriptionof the person,place, thing or idea(ACELA1508)Understand howideas can beexpanded andsharpened throughcareful choice ofverbs, elaboratedtenses and a rangeof adverb groups/phrases (ACELA1523)Expressing and developing ideas sub-strandSentencesRecognise thatand clausesentences are keylevel grammar units for expressingideas (ACELA1435)What aclause is andhow simple,compoundand complexsentences areconstructedthroughone clause(simple) or bycombiningclauses usingdifferent typesof conjunctions(compoundand complex)Word-levelgrammarDifferentclasses ofwords used inEnglish (nouns,verbs, etc),the functionsthey performin sentencesand when theyare combinedin particularrecognisablegroups suchas phrases andnoun groupsRecognise that textsare made up of wordsand groups of wordsthat make meaning(ACELA1434)Identify the parts ofa simple sentencethat represent ‘Whatis happening?’,‘What state is beingdescribed?’, ‘Whoor what is involved?’and the surroundingcircumstances(ACELA1451)Understand thatsimple connectionscan be made betweenideas by using acompound sentencewith two or moreclauses usually linkedby a coordinatingconjunction(ACELA1467)Understand that aclause is a unit ofgrammar usuallycontaining a subjectand a verb andthat these need tobe in agreement(ACELA1481)Explore differences inwords that representpeople, placesand things (nouns,including pronouns),happenings andstates (verbs),qualities (adjectives)and details suchas when, whereand how (adverbs)(ACELA1452)Understand thatnouns representpeople, places,concrete objects andabstract concepts;that there are threetypes of nouns:common, properand pronouns; andthat noun groups/phrases can beexpanded usingarticles and adjectives(ACELA1468)Understand thatverbs representdifferent processes,for example; doing,thinking, saying,and relating and thatthese processesare anchored intime through tense(ACELA1482)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 4Investigate howquoted (direct) andreported (indirect)speech work indifferent types of text(ACELA1494)Understand howadverb groups/phrases andprepositional phraseswork in differentways to providecircumstantial detailsabout an activity(ACELA1495)
English: Sequence of content F-6 Strand: LanguageSub-strandFoundationYear 1Year 2Explore the differentcontribution ofwords and imagesHow imagesto meaning in storieswork in texts toand informative textscommunicate(ACELA1786)meanings,especially inconjunctionwith otherelements suchas print andsoundCompare differentkinds of imagesin narrative andinformative texts anddiscuss how theycontribute to meaning(ACELA1453)Identify visualrepresentations ofcharacters’ actions,reactions, speech andthought processesin narratives, andconsider how theseimages add to orcontradict or multiplythe meaning ofaccompanying words(ACELA1469)Identify the effecton audiences oftechniques, forexample shot size,vertical cameraangle and layoutin picture books,advertisementsand film segments(ACELA1483)Explore the effect ofchoices when framingan image, placementof elements in theimage, and salienceon composition of stilland moving imagesin a range of types oftexts (ACELA1496)Explain sequencesof images in printtexts and comparethese to the wayshyperlinked digitaltexts are organised,explaining theireffect on viewers’interpretations(ACELA1511)Identify and explainhow analytical imageslike figures, tables,diagrams, maps andgraphs contribute toour understanding ofverbal information infactual and persuasivetexts (ACELA1524)VocabularyUnderstand the useof vocabulary ineveryday contextsas well as a growingnumber of schoolcontexts, includingappropriate use offormal and informalterms of address indifferent contexts(ACELA1454)Understand the useof vocabulary aboutfamiliar and newtopics and experimentwith and begin tomake consciouschoices of vocabularyto suit audience andpurpose (ACELA1470)Learn extended andtechnical vocabularyand ways ofexpressing opinionincluding modalverbs and adverbs(ACELA1484)Incorporate newvocabulary from arange of sources intostudents’ own textsincluding vocabularyencountered inresearch (ACELA1498)Understand the use ofvocabulary to expressgreater precision ofmeaning, and knowthat words can havedifferent meaningsin different contexts(ACELA1512)Investigate howvocabulary choices,including evaluativelanguage can expressshades of meaning,feeling and opinion(ACELA1525)VisuallanguageMeaningsof words,includingeveryday andspecialistmeanings, andhow wordstake theirmeanings fromthe context ofthe textUnderstand the use ofvocabulary in familiarcontexts related toeveryday experiences,personal interestsand topics taught atschool (ACELA1437)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 5Year 3Year 4Year 5Year 6
English: Sequence of content F-6 Strand: LanguageSub-strandFoundationYear 1Year 2Year 3Year 4Year 5Year 6Phonics and word knowledge sub-strandPhonologicaland phonemicawarenessof the abilityto identifythe discretesoundsin speech(phonemes),and toreproduce andmanipulatethem orallyRecognise andgenerate rhymingwords, alliterationpatterns, syllablesand sounds(phonemes) in spokenwords (ACELA1439)Alphabetand phonicknowledgeRecognise andname all upper andlower case letters(graphemes) andknow the mostcommon sound thateach letter represents(ACELA1440)Write consonantvowel-consonant(CVC) words byrepresenting somesounds with theappropriate letters,and blend soundsassociated with letterswhen reading CVCwords (ACELA1820)Therelationshipbetweensoundsand letters(graphemes)and how theseare combinedwhen readingand writingSegment sentencesinto individual wordsand orally blend andsegment onset andrime in single syllablespoken words, andisolate, blend andmanipulate phonemesin single syllablewords (ACELA1819)Segment consonantblends or clusters intoseparate phonemesat the beginnings andends of one syllablewords (ACELA1822)Orally manipulatemore complex soundsin spoken wordsthrough knowledgeof blending andsegmenting sounds,phoneme deletionManipulate phonemesand substitution inin spoken words bycombination withaddition, deletionuse of letters inand substitution ofreading and writinginitial, medial and(ACELA1474)final phonemes togenerate new words(ACELA1457)Use short vowels,common long vowels,consonant blendswhen writing, andblend these to readone-syllable words(ACELA1458)Understand that aletter can representmore than one soundand that a syllablemust contain a vowelsound (ACELA1459)Use most letter-soundmatches includingvowel digraphs,less common longvowel patterns, letterclusters and silentletters when readingand writing words ofone or more syllable(ACELA1824)Understand thata sound can berepresented byvarious lettercombinations(ACELA1825)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 6From Year 3 onwards, knowledge about phonological and phonemic awarenesscontinues to be applied when making connections between the sounds (phonemes)in spoken words and the letters (graphemes) in written wordsUnderstand how toapply knowledgeof letter-soundrelationships,syllables, andblending andsegmenting tofluently read and writemultisyllabic wordswith more complexletter patterns(ACELA1826)Understand how touse phonic knowledgeto read and writemultisyllabic wordswith more complexletter combinations,including a variety ofvowel sounds andknown prefixes andsuffixes (ACELA1828)Understand how touse phonic knowledgeto read and writeless familiar wordsthat share commonletter patternsbut have differentpronunciations(ACELA1829)Understand how touse phonic knowledgeand accumulatedunderstandings aboutblending, lettersound relationships,common anduncommon letterpatterns and phonicgeneralisationsto read and writeincreasingly complexwords (ACELA1830)
English: Sequence of content F-6 Strand: LanguageSub-strandSpellingKnowledgeabout howsounds(phonemes)of words arerepresentedby letters orletter patterns,knowledge ofmeaning unitswithin words(morphemes)and wordoriginsFoundationUnderstand how touse knowledge ofletters and soundsincluding onset andrime to spell words(ACELA1438)Know how to readand write some highfrequency words andother familiar words(ACELA1817)Understand thatwords are units ofmeaning and can bemade of more thanone meaningful part(ACELA1818)Year 1Year 2Understand howto spell one andtwo syllable wordswith common letterpatterns (ACELA1778)Understand howto use knowledgeof digraphs, longvowels, blends andsilent letters to spellone and two syllablewords including somecompound words(ACELA1471)Use knowledge ofletter patterns andmorphemes to readand write highfrequency words andwords whose spellingis not predictablefrom their sounds(ACELA1823)Build morphemicword families usingknowledge ofprefixes and suffixes(ACELA1472)Use visual memoryto read and writehigh-frequency words(ACELA1821)Recognise andknow how to usesimple grammaticalmorphemes tocreate word families(ACELA1455)v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 7Year 3Understand howto use letter-soundrelationships andless common letterpatterns to spellwords (ACELA1485)Recognise andknow how to writemost high frequencywords includingsome homophones(ACELA1486)Know how to usecommon prefixesand suffixes, andgeneralisationsfor adding a suffixto a base word(ACELA1827)Year 4Understand howto use knowledgeof letter patternsincluding doubleletters, spellinggeneralisations,morphemic wordfamilies, commonprefixes and suffixesand word origins tospell more complexwords (ACELA1779)Year 5Understand how touse knowledge ofknown words, basewords, prefixesand suffixes, wordorigins, letterpatterns and spellinggeneralisations tospell new words(ACELA1513)Explore lesscommon plurals,Read and write a large and understand howcore of high frequency a suffix changeswords includingthe meaning orhomophones andgrammatical form of aknow how to useword (ACELA1514)context to identifycorrect spelling(ACELA1780)Year 6Understand how touse knowledge ofknown words, wordorigins including someLatin and Greek roots,base words, prefixes,suffixes, letterpatterns and spellinggeneralisations tospell new wordsincluding technicalwords (ACELA1526)
English: Sequence of content F-6 Strand: LiteratureSub-strandFoundationYear 1Year 2Year 3Year 4Year 5Year 6Make connectionsbetween the waysdifferent authors mayrepresent similarstorylines, ideasand relationships(ACELT1602)Identify aspects ofliterary texts thatconvey details orinformation aboutparticular social,cultural and historicalcontexts (ACELT1608)Make connectionsbetween students’own experiencesand those ofcharacters and eventsrepresented in textsdrawn from differenthistorical, social andcultural contexts(ACELT1613)Present a point ofview about particularliterary textsusing appropriatemetalanguage, andreflecting on theviewpoints of others(ACELT1609)Analyse and evaluatesimilarities anddifferences in texts onsimilar topics, themesor plots (ACELT1614)Literature and context sub-strandHow textsreflect thecontext ofculture andsituation inwhich they arecreatedRecognise that textsare created by authorswho tell stories andshare experiencesthat may be similar ordifferent to students’own experiences(ACELT1575)Discuss how authorscreate charactersusing language andimages (ACELT1581)Discuss howdepictions ofcharacters in print,sound and imagesreflect the contextsin which t
This sequence ends at Year 5: strong English: /strong Sequence of content F- strong 6: Strand: /strong Language: v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 3: Sub-strand Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6: Expressing and developing ideas sub-strand: Sentences and clause-level grammar: What a
The profile matrixfor a given motif contains frequency counts for each letter at each position of the isolated conserved region. 8 Sequence logo and consensus sequence We can extract the so-called consensus sequence, i.e. the string of most frequent letters: A graphical representation of the consensus sequence is called a sequence logo:
an arithmetic sequence given its first term and common difference The learner . . . defines, illustrates, and graphs an arithmetic sequence. gives examples of an arithmetic sequence. finds the terms of an arithmetic sequence including the general nth term of the sequence. How important are sequenc
A sequence of real numbers is an arrangement or a list of real numbers in a specific order. (i) If a sequence has only finite number of terms, then it is called a finite sequence. (ii) If a sequence has infinitely many terms, then it is called an infinite sequence. We denote a finite sequence
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French English or German English; instead we have a variety of English spoken in India, such as Hindi English, Bengali English, Urdu English, Tamil English, Kannada English, Malayalam English, Telugu English based on all these variations it can be named as Ind
English ESL sequence worksheets - Most downloaded (35 Results) A collection of English ESL worksheets for home learning, online practice, distance learning and English classes to teach about sequence, sequence. Students write a story basing on the sequence pictures. In the boxes t
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
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