See how our writing skills align with the Australian Curriculum for English. Select a skill category below to view its specific alignment.
Our writing skills framework has been carefully aligned with the Australian Curriculum for English. This alignment helps educators:
The alignment is categorized into three levels of strength:
Note: Some skills in our framework represent progression points that span multiple year levels (marked with "+") and may not map directly to specific Australian Curriculum content descriptors. These skills reflect educational best practices and developmental progressions that complement the curriculum.
Choose a skill category to work with. You'll see the current mappings and be able to add new skills.
These are the current mappings for Spelling. You can see how skills are currently aligned to curriculum codes.
| Skill | Curriculum Alignment |
|---|---|
I can spell frequently used high-frequency words. | Use visual memory to read and write high-frequency words Note: Directly maps to using visual memory to read and write high-frequency words Understand how to spell one and two syllable words with common letter patterns Note: Directly maps to understanding how to spell one and two syllable words with common letter patterns Recognise and know how to write most high frequency words including some homophones Note: Reinforces writing high-frequency words, including homophones |
I can spell words with final consonant digraphs (ch, ck, gh, ph, sh, th). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of digraphs to spell |
I can spell words with vowel diphthongs (au, aw, oi, oy, ou, ow). | Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Partially maps to less common long vowel patterns Understand how to use letter-sound relationships and less common letter patterns to spell words Note: Directly maps to using less common letter patterns (diphthongs) Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns Note: Directly maps to using complex letter patterns |
I can spell words with schwa sounds (a in about, e in taken). | Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns Note: Schwa is an advanced concept related to complex letter patterns and multisyllabic words |
I can use basic spelling patterns and phonetic knowledge to spell words. | Recognise and write most high-frequency words including some with irregular spelling; write words using phonological knowledge Note: Directly maps to writing words using phonological knowledge Understand how to spell one and two syllable words with common letter patterns Note: Directly maps to writing one-syllable words using phonemic awareness & letter-sound correspondence |
I can spell words with short vowel sounds (a, e, i, o, u). | Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words Note: Directly maps to using short vowels when writing and reading single syllable words |
I can spell words with long vowel sounds (a_e, ee, i_e, o_e, u_e). | Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words Note: Partially maps to using common long vowels Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of long vowels to spell Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Directly maps to using less common long vowel patterns |
I can spell words with vowel teams (ai, ay, ea, ee, ie, oa, oe, ui). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of digraphs (vowel teams are digraphs) Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Directly maps to using vowel digraphs |
I can spell words with r-controlled vowels (ar, er, ir, or, ur). | Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: R-controlled vowels are a type of letter pattern covered in Year 2 |
I can spell words with initial consonant blends (bl, cl, fl, gl, pl, sl). | Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words Note: Directly maps to segmenting consonant blends at beginnings of words Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of blends to spell Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Directly maps to using letter clusters (blends) |
I can spell words with final consonant blends (ld, lk, lp, lt, mp, nd, nk, nt, sk, sp, st). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of blends to spell Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Directly maps to using letter clusters (blends) |
I can spell words with initial consonant digraphs (ch, ph, sh, th, wh). | Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words Note: Directly maps to using consonant digraphs when writing Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words Note: Directly maps to segmenting consonant clusters in words Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to using knowledge of digraphs to spell |
| Skill | Curriculum Alignment |
|---|---|
I can apply the "i before e except after c" rule (believe, receive). | Understand how to use letter-sound relationships and less common letter patterns to spell words Note: Rule relates to less common spelling patterns Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Directly maps to understanding spelling generalisations |
I can double the final consonant when adding a suffix (hop→hopping). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: Directly maps to generalisations for adding suffixes Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Directly maps to double letters and spelling generalisations |
I can drop the silent 'e' when adding a suffix (hope→hoping). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: Directly maps to generalisations for adding suffixes Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Directly maps to spelling generalisations |
I can change 'y' to 'i' when adding suffixes (cry→cried). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: Directly maps to generalisations for adding suffixes Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Directly maps to spelling generalisations |
I can spell words with soft c and g sounds (city, gentle). | Understand how to use letter-sound relationships and less common letter patterns to spell words Note: Relates to less common letter patterns Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Maps to spelling generalisations |
I can spell words with hard c and g sounds (cat, got). | Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words Note: Directly maps to basic letter-sound correspondence Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable Note: Reinforces common letter-sound matches |
I can form plurals by adding -s or -es (cats, boxes). | Build morphemic word families using knowledge of prefixes and suffixes Note: -s and -es are common suffixes introduced in Year 2 |
I can form plurals for words ending in -y (baby→babies). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: Maps to using suffixes and generalisations for adding them |
I can form plurals for words ending in -f or -fe (leaf→leaves). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: Relates to generalisations for adding suffixes Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Directly maps to spelling generalisations |
I can spell irregular plural nouns (child→children, mouse→mice). | Recognise and know how to write most high frequency words including some homophones Note: Irregular plurals often overlap with high-frequency or less predictable words Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Maps to spelling more complex words and exceptions to generalisations |
| Skill | Curriculum Alignment |
|---|---|
I can spell words ending in -ance (importance, attendance). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ance is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ence (evidence, confidence). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ence is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ant (important, pleasant). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ant is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ent (different, confident). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ent is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ic (basic, public). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ic is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ical (logical, physical). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ical is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ious (curious, serious). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -ious is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -eous (courteous, gorgeous). | Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word Note: -eous is a common suffix. Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words |
I can spell words ending in -ful (careful, powerful). | |
I can spell words ending in -less (careless, useless). |
| Skill | Curriculum Alignment |
|---|---|
I can use onset and rime to spell words. | Know how to use onset and rime to spell words Note: Knowing how to use onset and rime to spell words is a foundational skill for early spelling development. |
I can recognize and name all upper and lower case letters and know their sounds. | Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents Note: Recognizing and naming all upper and lower case letters and knowing their most common sounds is foundational for spelling. |
I can use knowledge of letters and sounds including onset and rime to spell words. | Understand how to use knowledge of letters and sounds including onset and rime to spell words Note: Understanding how to use knowledge of letters and sounds including onset and rime to spell words supports early spelling attempts. |
I can read and write high-frequency words. | Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others Note: Knowing how to read and write high-frequency words supports spelling of common words. |
I can manipulate phonemes in spoken words by adding, deleting and substituting sounds. | Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words Note: Manipulating phonemes in spoken words by addition, deletion and substitution helps develop phonemic awareness for spelling. |
I can understand that a letter can represent more than one sound and a syllable must contain a vowel sound. | Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound Note: Understanding that a letter can represent more than one sound and that a syllable must contain a vowel sound supports spelling development. |
I can write using joined letters that are clearly formed and consistent in size. | Write using joined letters that are clearly formed and consistent in size Note: Writing using joined letters that are clearly formed and consistent in size enhances legibility and supports development of fluent writing, which affects spelling accuracy. |
I can use software including word processing programs with growing speed and efficiency. | Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements Note: Using software including word processing programs with growing speed and efficiency helps develop digital literacy skills that support spelling through digital tools and spell checkers. |
I can orally manipulate more complex sounds in spoken words to support spelling development. | Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing Note: Orally manipulating more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution supports phonological awareness for spelling development. |
I can use phonic knowledge to read and write multisyllabic words with complex letter patterns. | Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes Note: Understanding how to use phonic knowledge to read and write multisyllabic words with more complex letter patterns builds on earlier phonics knowledge to tackle more advanced spelling patterns. |
I can write using clearly-formed joined letters with increasing fluency. | Write using clearly-formed joined letters, and develop increased fluency and automaticity Note: Writing using clearly-formed joined letters, and developing increased fluency and automaticity supports spelling accuracy through consistent handwriting production. |
I can use word processing programs to construct, edit and publish written text. | Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements Note: Using a range of software including word processing programs to construct, edit and publish written text supports spelling through digital tools and spell-checking features. |
I can use phonic knowledge to read and write less familiar words with more complex letter combinations. | Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations Note: Understanding how to use phonic knowledge to read and write less familiar words with more complex letter combinations builds on earlier spelling skills to tackle increasingly sophisticated vocabulary. |
I can develop a handwriting style that is becoming legible, fluent and automatic. | Develop a handwriting style that is becoming legible, fluent and automatic Note: Developing a handwriting style that is becoming legible, fluent and automatic supports spelling accuracy through consistent letter formation and writing fluency. |
I can use word processing programs with fluency for digital text creation. | Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements Note: Using a range of software including word processing programs with fluency supports spelling through digital tools and editing features. |
I can use phonic knowledge and spelling patterns to spell increasingly complex words. | Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words Note: Understanding how to use phonic knowledge and accumulated understanding of spelling patterns to spell increasingly complex words builds on earlier skills to address more sophisticated vocabulary. |
I can develop a handwriting style that is legible, fluent and automatic for different purposes. | Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose Note: Developing a handwriting style that is legible, fluent and automatic supports spelling accuracy through consistent letter formation and writing automaticity. |
I can use word processing programs proficiently with various digital features. | Use a range of software, including word processing programs, learning new functions as required to create texts Note: Using a range of software including word processing programs with growing proficiency supports spelling through digital tools and editing features. |
I can apply learned knowledge consistently to spell accurately and learn new words including nominalisations. | Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations Note: Understanding how to apply learned knowledge consistently to spell accurately and to learn new words including nominalisations builds on earlier spelling patterns to tackle sophisticated vocabulary with complex morphological structures. |
| Skill | Curriculum Alignment |
|---|---|
I can spell closed compound words (keyboard, playground). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Spelling compound words mentioned. |
I can spell open compound words (ice cream, high school). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words |
I can spell compound words with complex origins (whereabouts, nevertheless). | Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words Note: Relates to spelling complex words. |
I can spell hyphenated compound words (well-known, mother-in-law).Supplementary skill | supporting Year 6+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Hyphenation is a punctuation/convention concept. |
I can spell compound adjectives (blue-eyed, time-consuming).Supplementary skill | supporting Year 6+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Compound adjectives involves both spelling and grammar (hyphenation). |
| Skill | Curriculum Alignment |
|---|---|
I can distinguish between common homophones (there/their/they're). | Recognise and know how to write most high frequency words including some homophones Note: Directly addresses knowing homophones. Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling Note: Reading/writing high frequency words including homophones. |
I can distinguish between possessive homophones (its/it's, your/you're). | Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns Note: its/it's relates to understanding possessives vs contractions. Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling Note: Your/you're are high frequency homophones. |
I can distinguish between prepositional homophones (to/too/two). | |
I can distinguish between commonly confused words (affect/effect).Supplementary skill | supporting Year 5+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Distinguishing commonly confused words supports precise vocabulary use. |
| Skill | Curriculum Alignment |
|---|---|
I can spell words with silent letters (b, c, g, h, k, l, n, p, t, w). | Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words Note: Directly maps to understanding use of silent letters. |
I can spell words with multiple silent letters (thought, rhythm). | Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling Note: Homophones are challenging words requiring memorization. |
| Skill | Curriculum Alignment |
|---|---|
I can spell words with common Latin roots (struct, port, form). | Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds Note: Using letter patterns and morphemes to read/write high-frequency words and words whose spelling is not predictable from sounds. |
I can spell words with common Greek roots (phon, graph, chron). | Understand that a sound can be represented by various letter combinations Note: Understanding that a sound can be represented by various letter combinations supports spelling flexibility and pattern recognition. Write legibly and with growing fluency using unjoined upper case and lower case letters Note: Writing legibly with growing fluency supports correct letter formation in spelling. |
I can spell words with French origins (restaurant, entrepreneur). | Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them |
| Skill | Curriculum Alignment |
|---|---|
I can break words into syllables to spell them. | Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns Note: Breaking words into syllables supports spelling multisyllabic words. |
I can identify spelling errors in my own writing. | Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops Note: Identifying errors supports editing for spelling. Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation Note: Identifying errors supports editing texts for spelling. Re-read and edit students' own and others' work using agreed criteria and explaining editing choices Note: Identifying errors supports editing using agreed criteria. |
I can use visualization to remember word spelling.Supplementary skill | supporting Year 2+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Visualization is a metacognitive learning strategy. |
I can use mnemonic devices to remember difficult spellings.Supplementary skill | supporting Year 3+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Mnemonics are a general learning strategy. |
I can use a dictionary to verify spellings.Supplementary skill | supporting Year 3+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Using reference tools (dictionary) supports accuracy. |
| Skill | Curriculum Alignment |
|---|---|
I can recognize patterns in word families. | Build morphemic word families using knowledge of prefixes and suffixes Note: Recognizing patterns in word families. Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words |
I can apply spelling rules consistently. | Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words Note: Applying spelling generalisations. Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them |
I can apply proofreading strategies to find spelling errors. | Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops Note: Proofreading strategies support editing for spelling. Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation Re-read and edit students' own and others' work using agreed criteria and explaining editing choices |
I can use digital spell-checkers effectively.Supplementary skill | supporting Year 4+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Using digital tools supports writing processes. |
I can maintain spelling consistency in longer texts.Supplementary skill | supporting Year 4+This skill typically begins at this year level and continues to develop across subsequent years. (Not directly mapped to curriculum) Note: Maintaining consistency supports overall text quality and editing. |
Below are all the curriculum descriptors relevant to Spelling. Use this section to progressively add skills to these curriculum descriptors.
To add skills to curriculum descriptors:
src/data/mappings/spelling.tsExample mapping entry:
{
skillId: 'gr1',
curriculumCode: 'ACELA1449',
yearLevel: 'Year 1',
alignmentStrength: 'direct',
notes: 'This skill directly supports understanding of sentence structure'
}Showing Spelling curriculum descriptors and skill alignment. Work through one skill group at a time.