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Australian Curriculum - English
Foundation Year
Year Description
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 three 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 years, and teachers will develop and strengthen these as needed.
In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.
The range of literary texts for Foundation to Year 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. Literary texts that support and extend Foundation students as beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
Content Descriptions
Language
Language variation and change
ACELA1426Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community
Language for interaction
ACELA1428Explore how language is used differently at home and school depending on the relationships between people
ACELA1429Understand that language can be used to explore ways of expressing needs, likes and dislikes
Text structure and organisation
ACELA1430Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes
ACELA1431Understand that some language in written texts is unlike everyday spoken language
ACELA1432Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences
ACELA1433Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality
Expressing and developing ideas
ACELA1434Recognise that sentences are key units for expressing ideas
ACELA1435Recognise that texts are made up of words and groups of words that make meaning
ACELA1436Explore the different contribution of words and images to meaning in stories and informative texts
ACELA1437Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
ACELA1438Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words
ACELA1439Know how to use onset and rime to spell words
Sound and letter knowledge
ACELA1440Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
ACELA1441Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents
ACELA1442Understand how to use knowledge of letters and sounds including onset and rime to spell words
ACELA1443Know how to read and write some high-frequency words and other familiar words
ACELA1444Understand that words are units of meaning and can be made of more than one meaningful part
ACELA1445Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words
ACELA1446Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
Literature
Literature and context
ACELT1575Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own experiences
Responding to literature
ACELT1577Respond to texts, identifying favourite stories, authors and illustrators
ACELT1783Share feelings and thoughts about the events and characters in texts
Examining literature
ACELT1579Identify some features of texts including events and characters and retell events from a text
ACELT1580Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
ACELT1578Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures
Creating literature
ACELT1831Retell familiar literary texts through performance, use of illustrations and images
ACELT1582Innovate on familiar texts through play
Literacy
Texts in context
ACELY1645Identify some familiar texts and the contexts in which they are used
Interacting with others
ACELY1646Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
ACELY1784Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact
ACELY1647Deliver short oral presentations to peers
Interpreting, analysing, evaluating
ACELY1648Identify some differences between imaginative and informative texts
ACELY1649Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge
ACELY1650Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
Creating texts
ACELY1651Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
ACELY1652Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops
ACELY1654Construct texts using software including word processing programs
Achievement Standards
Achievement Standard
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.