Pre-Primary English Planner
Foundation English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| | | | | |Interacting With Others |
| |Language For Interaction | |Responding to Literature | | |
|Evaluative Language |recognising some of the ways we can use speech, gesture, |Expressing preferences|talking about stories and authors, choosing | | |
|Understand that language|writing and media to communicate feelings |and evaluating texts |favourites, discussing how students feel | | |
|can be used to explore |recognising some of the ways emotions and feelings can be |Share feelings and |about what happens in stories | | |
|ways of expressing |conveyed and influenced by visual representations, for |thoughts about the |using art forms and beginning forms of | | |
|needs, likes and |example in advertising and animations |events and characters |writing to express personal responses to | | |
|dislikes (ACELA1429) L&S| |in texts (ACELT1783) |literature and film experiences | | |
| | |L&S |talking about people, events and ideas in | | |
| | | |texts, enabling students to connect them to | | |
| | | |their own experiences and to express their | | |
| | | |own opinions about what is depicted | | |
| | | | |Listening and Speaking |learning how to use different voice levels appropriate |
| | | | |interactions (skills) |to a situation, for example learning about ‘inside |
| | | | |Use interaction skills |voices’ and ‘outside voices’ |
| | | | |including listening while |learning to ask questions and provide answers that are |
| | | | |others speak, using |more than one or two words |
| | | | |appropriate voice levels, |participating in speaking and listening situations, |
| | | | |articulation and body |exchanging ideas with peers in pairs and small groups |
| | | | |language, gestures and eye |and engaging in class discussions, listening to others |
| | | | |contact (ACELY1784) L&S |and contributing ideas |
| | | | | |showing understanding of appropriate listening |
| | | | | |behaviour, such as listening without interrupting, and |
| | | | | |looking at the speaker if culturally appropriate |
| | | | | |listening and responding to oral and multimodal texts |
| | | | | |including rhymes and poems, texts read aloud and various|
| | | | | |types of digital texts |
| | | | | |engaging in conversations with peers and adults in home |
| | | | | |language or dialect |
| | | | | |asking and answering questions using appropriate |
| | | | | |intonation |
| | | | | |speaking so that the student can be heard and understood|
| | | | | |altering volume for inside and outside situations and |
| | | | | |when speaking to an audience |
| |Text Structure and Organisation | | | | |
|Purpose audience and |sharing experiences of different texts and discussing some | | | | |
|structures of different |differences | | | | |
|types of texts |discussing the purpose of texts, for example ‘This text will| | | | |
|Understand that texts |tell a story’, ‘This text will give information’ | | | | |
|can take many forms, can|repeating parts of texts, for example characteristic | | | | |
|be very short (for |refrains, predicting cumulative storylines, reciting poetic | | | | |
|example an exit sign) or|and rhyming phrases | | | | |
|quite long (for example | | | | | |
|an information book or a| | | | | |
|film) and that stories | | | | | |
|and informative texts | | | | | |
|have different purposes | | | | | |
|(ACELA1430) R | | | | | |
| | | |Examining Literature | | |
|Text cohesion |learning that written text in Standard Australian English | | | | |
|Understand that some |has conventions about words, spaces between words, layout on| | | | |
|language in written |the page and consistent spelling because it has to | | | | |
|texts is unlike everyday|communicate when the speaker/writer is not present | | | | |
|spoken language | | | | | |
|(ACELA1431) W | | | | | |
|Punctuation |pointing to the letters and the punctuation in a text |Identify some features|identifying some features of culture related|Oral presentations |sharing a personal experience, interest or discovery |
|Understand that |commenting on punctuation encountered in the everyday texts,|of texts including |to characters and events in literary texts, |Deliver short oral |with peers in a semi-formal situation |
|punctuation is a feature|for example ‘That’s the letter that starts my name’, ‘The |events and characters |for example dress, food and daily routines |presentations to peers |using visual cues to practise staying on topic |
|of written text |name of my family and my town has a capital letter’ |and retell events from|listening, responding to and joining in with|(ACELY1647) L&S | |
|different from letters; | |a text (ACELT1578) R |rhymes, poems, chants and songs | | |
|recognise how capital | | | | | |
|letters are used for | | | | | |
|names, and that capital | | | | | |
|letters and full stops | | | | | |
|signal the beginning and| | | | | |
|end of sentences | | | | | |
|(ACELA1432) W | | | | | |
| | |Language devices in |using music and actions to enhance | |Interpreting, Analysing and Evaluating |
| | |literacy text |appreciation of rhymes, poems, chants and | | |
| | |including figurative |songs | | |
| | |language |reciting rhymes with actions | | |
| | |Replicate the rhythms | | | |
| | |and sound patterns in | | | |
| | |stories, rhymes, songs| | | |
| | |and poems from a range| | | |
| | |of culture | | | |
| | |s (ACELT1579) L&S | | | |
|Concepts of Print and |learning about print: direction of print and return sweep, | | | | |
|screen |spaces between words | | | | |
|Understand concepts |learning that Standard Australian English in written texts | | | | |
|about print and screen, |is read from left to right and from top to bottom of the | | | | |
|including how books, |page and that direction of print may differ in other | | | | |
|film and simple digital |cultures, for example Japanese texts | | | | |
|texts work, and know |learning about front and back covers; title and author, | | | | |
|some features of print, |layout and navigation of digital/screen texts | | | | |
|for example |learning about simple functions of keyboard and mouse | | | | |
|directionality |including typing letters, scrolling, selecting icons and | | | | |
|(ACELA1433) R |drop-down menu | | | | |
| | | | |Reading processes |navigating a text correctly, starting at the right place|
| | | | |Read predictable texts, |and reading in the right direction, returning to the |
| | | | |practising phrasing and |next line as needed, matching one spoken word to one |
| | | | |fluency, and monitor meaning |written word |
| | | | |using concepts about print |reading aloud with attempts at fluency and intonation |
| | | | |and emerging contextual, |attempting to work out unknown words by combining |
| | | | |semantic, grammatical and |contextual, semantic, grammatical and phonic knowledge |
| | | | |phonic knowledge (ACELY1649) |predicting what might happen on the basis of experience |
| | | | |R |of this kind of text; at the sentence level predicting |
| | | | | |the meaning on the basis of syntax and word meaning |
| | | |Creating Literature | | |
| |Expressing and Developing Ideas | | | | |
|Word level grammar |exploring spoken, written and multimodal texts and | | | | |
|Recognise that texts are|identifying elements, for example words and images | | | | |
|made up of words and | | | | | |
|groups of words that | | | | | |
|make meaning (ACELA1434)| | | | | |
|R | | | | | |
|Visual Language |talking about how a ‘different’ story is told if we read | | | | |
|Explore the different |only the words, or only the pictures; and the story that | | | | |
|contribution of words |words and pictures make when combined | | | | |
|and images to meaning in|exploring how the combination of print and images in texts | | | | |
|stories and informative |create meaning | | | | |
|texts (ACELA1786) R | | | | | |
|Vocabulary |building vocabulary through multiple speaking and listening | | | |Creating Texts |
|Understand the use of |experiences | | | | |
|vocabulary in familiar |discussing new vocabulary found in texts | | | | |
|contexts related to |bringing vocabulary from personal experiences, relating this| | | | |
|everyday experiences, |to new experiences and building a vocabulary for thinking | | | | |
|personal interests and |and talking about school topics | | | | |
|topics taught at school | | | | | |
|(ACELA1437) L&S | | | | | |
|Spelling |recognising the most common sound made by each letter of the| | | | |
|Know that spoken sounds |alphabet, including consonants and short vowel sounds | | | | |
|and words can be written|writing consonant-vowel-consonant words by writing letters | | | | |
|down using letters of |to represent the sounds in the spoken words | | | | |
|the alphabet and how to |knowing that spoken words are written down by listening to | | | | |
|write some |the sounds heard in the word and then writing letters to | | | | |
|high-frequency sight |represent those sounds | | | | |
|words and known words | | | | | |
|(ACELA1758) W | | | | | |
| | | | |Editing |rereading collaboratively developed texts to check that |
| | | | |Participate in shared editing|they communicate what the authors intended |
| | | | |of students’ own texts for | |
| | | | |meaning, spelling, capital | |
| | | | |letters and full stops | |
| | | | |(ACELY1652) W | |
|Know how to use onset |breaking words into onset and rime, for example c/at | | | | |
|and rime to spell words |building word families using onset and rime, for example | | | | |
|(ACELA1438) W |h/ot, g/ot, n/ot, sh/ot, sp/ot | | | | |
| |Sound and Letter Knowledge | | |Handwriting |adopting correct posture and pencil grip |
| | | | |Produce some lower case and |learning to produce simple handwriting movements |
| | | | |upper case letters using |following clear demonstrations of how to construct each |
| | | | |learned letter formations |letter (for example where to start; which direction to |
| | | | |(ACELY1653) W |write) |
| | | | | |learning to construct lower case letters and to combine |
| | | | | |these into words |
| | | | | |learning to construct some upper case letters |
|Alphabet knowledge |identifying familiar and recurring letters and the use of | | |Use of Software |using simple functions of keyboard and mouse including |
|Recognise the letters of|upper and lower case in written texts in the classroom and | | |Construct texts using |typing letters, scrolling, selecting icons and drop-down|
|the alphabet and know |community | | |software including word |menu |
|there are lower and |using familiar and common letters in handwritten and digital| | |processing programs | |
|upper case letters |communications | | |(ACELY1654) W | |
|(ACELA1440) R | | | | | |
Year 1 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| | | | | |Interacting With Others |
|Language for social |Recognising the effect of words, symbols, gestures and | | | | |
|interaction |body language on the way communications are received by | | | | |
|Understand that language is |others | | | | |
|used in combination with | | | | | |
|other means of | | | | | |
|communication, for example | | | | | |
|facial expressions and | | | | | |
|gestures to interact with | | | | | |
|others (ACELA1444) L&S | | | | | |
| | | |Responding to Literature | | |
|Evaluative Language |extending students’ vocabularies for the expression of | | |Listening and Speaking |identifying turn-taking patterns in group and pair |
|Explore different ways of |feelings and emotions | | |interactions (skills) |work (for example initiating a topic, changing a topic|
|expressing emotions, |considering how others might respond before students | | |Use interaction skills |when appropriate, staying on task, supporting other |
|including verbal, visual, |express their views and how students might respond to | | |including turn-taking, |speakers, eliciting responses, being supportive and |
|body language and facial |others’ views in civil and constructive ways | | |recognising the contributions |attentive listeners, asking relevant questions, |
|expressions (ACELA1787) L&S | | | |of others, speaking clearly and|providing useful feedback, prompting, checking |
| | | | |using appropriate volume and |understanding, 'sharing the talking space') |
| | | | |pace (ACELY1788) L&S |participating in pair, group and class speaking and |
| | | | | |listening situations, including informal conversations|
| | | | | |and class discussions, contributing ideas and |
| | | | | |listening to the contributions of others |
| | | | | |taking turns, asking and answering questions and |
| | | | | |attempting to involve others in discussions |
| | | | | |demonstrating active listening behaviour and |
| | | | | |responding to what others say in pair, group and class|
| | | | | |discussions |
| | | | | |experimenting with voice volume and pace for |
| | | | | |particular purposes including making presentations, |
| | | | | |retelling stories and reciting rhymes and poems |
| | | | | |attempting correct pronunciation of new vocabulary |
| |Text Structure and Organisation |Expressing preferences |sharing favourite texts and authors and | | |
| | |and evaluating texts |some reasons for preferences | | |
| | |Express preferences for |discussing different texts and considering| | |
| | |specific texts and |what is entertaining or appealing | | |
| | |authors and listen to |using arts methods and role play to | | |
| | |the opinions of others |express personal responses to characters | | |
| | |(ACELT1583) L&S |and events in stories | | |
| | | |discussing different texts and considering| | |
| | | |what is entertaining or appealing and why | | |
| | | |identifying who is telling the story in | | |
| | | |different texts | | |
|Purpose audience and |discussing and comparing the purposes of familiar texts | | | | |
|structures of different |drawn from local contexts and interests | | | | |
|types of texts |becoming familiar with the typical stages of types of | | | | |
|Understand that the purposes|text including recount and procedure | | | | |
|texts serve shape their |using different types of texts, for example procedures | | | | |
|structure in predictable |(including recipes) and discussing the text structure | | | | |
|ways (ACELA1447)R | | | | | |
|Text cohesion |identifying patterns of vocabulary items in texts (for | | | | |
|Understand patterns of |example class/subclass patterns, part/whole patterns, | | | | |
|repetition and contrast in |compare/contrast patterns, cause-and-effect patterns, | | | | |
|simple texts (ACELA1448) W |word associations/collocation) | | | | |
| |discussing different types of texts and identifying some| | | | |
| |characteristic features and elements (for example | | | | |
| |language patterns and repetition) in stories and poetry | | | | |
|Punctuation |using intonation and pauses in response to punctuation | |Examining Literature |Oral presentations |reporting the results of group discussions |
|Recognise that different |when reading | | |Make short presentations using |providing simple explanations about how to do or make |
|types of punctuation, |reading texts and identifying different sentence-level | | |some introduced text structures|something |
|including full stops, |punctuation | | |and language, for example |giving short oral presentations about areas of |
|question marks and |writing different types of sentences, for example | | |opening statements (ACELY1657) |interest or content area topics, speaking clearly and |
|exclamation marks, signal |statements and questions, and discussing appropriate | | |L&S |with appropriate volume and using extended vocabulary |
|sentences that make |punctuation | | | |and a growing knowledge of content-specific words |
|statements, ask questions, | | | | | |
|express emotion or give | | | | | |
|commands (ACELA1449) W | | | | | |
|Concepts of Print and screen|learning about how books and digital texts are organised| | | |Interpreting, Analysing and Evaluating |
|Understand concepts about |including page numbers, table of contents, headings, | | | | |
|print and screen, including |images with captions and the use of scrolling to access | | | | |
|how different types of texts|digital text | | | | |
|are organised using page | | | | | |
|numbering, tables of | | | | | |
|content, headings and | | | | | |
|titles, navigation buttons, | | | | | |
|bars and links (ACELA1450) R| | | | | |
| |Expressing and Developing Ideas |Language devices in |exploring performance poetry, chants and |Reading processes |using contextual and semantic knowledge to make |
| | |literacy text including |songs from Aboriginal and Torres Strait |Read supportive texts using |predictions about a text’s purpose and content |
| | |figurative language |Islander peoples and Asian cultures |developing phrasing, fluency, |combining knowledge of context, meaning, grammar and |
| | |Listen to, recite and |listening to and performing simple haiku |contextual, semantic, |phonics to decode text |
| | |perform poems, chants, |poems about familiar topics such as nature|grammatical and phonic |recognising most high frequency sight words when |
| | |rhymes and songs, |and the seasons |knowledge and emerging text |reading text |
| | |imitating and inventing | |processing strategies, for |self-correcting when reading does not make sense, |
| | |sound patterns including| |example prediction, monitoring |using pictures, context, meaning, phonics and |
| | |alliteration and rhyme | |meaning and rereading |grammatical knowledge |
| | |(ACELT1585) L&S | |(ACELY1659) R |reading aloud with developing fluency and intonation |
|Sentences and clause level |knowing that, in terms of meaning, a basic clause | | | | |
|grammar |represents: what is happening (verb); who or what is | | | | |
|Identify the parts of a |participating (noun group); and the surrounding | | | | |
|simple sentence that |circumstances (adverbial) | | | | |
|represent ‘What’s |understanding that a simple sentence expresses a single | | | | |
|happening?’, ‘Who or what is|idea, represented grammatically by a single independent | | | | |
|involved?’ and the |clause (for example 'A kangaroo is a mammal. A mammal | | | | |
|circumstances (ACELA1451) R |suckles its young' | | | | |
|Word level grammar |talking about effective words that describe a place, | |Creating Literature | |using elements in books and screen texts, for example |
|Explore differences in words|person or event | | |Comprehension strategies |illustrations, diagrams, sound and movement, to |
|that represent people, |learning how a sentence can be made more vivid by adding| | |Use comprehension strategies to|support reading |
|places and things (nouns, |adjectives, adverbs and unusual verbs | | |build literal and inferred |making connections between the text and students’ own |
|including pronouns), | | | |meaning about key events, ideas|experiences, and between information in print and |
|happenings and states | | | |and information in texts that |images |
|(verbs), qualities | | | |they listen to, view and read |finding key information in a text |
|(adjectives) and details | | | |by drawing on growing knowledge|making inferences about characters’ feelings and |
|like when, where and how | | | |of context, text structures and|motives |
|(adverbs) (ACELA1452) R | | | |language features (ACELY1660) R|building knowledge about the topic of the text and |
| | | | | |learning new vocabulary before and during reading |
| | | | | |making predictions from the cover, from illustrations |
| | | | | |and at points in the text before reading on |
| | | | | |retelling the events or key information in the text |
| | | | | |orally, in writing and/or through digital or arts |
| | | | | |media |
|Visual Language |talking about what is ‘real’ and what is imagined in | | | | |
|Compare different kinds of |texts, for example ‘This is the section about platypuses| | | | |
|images in narrative and |in the book about mammals’ | | | | |
|informative texts and | | | | | |
|discuss how they contribute | | | | | |
|to meaning (ACELA1453) R | | | | | |
|Vocabulary |learning forms of address for visitors and how to use | | | | |
|Understand the use of |language appropriately to ask directions and for | | | | |
|vocabulary in everyday |information, for example on excursions | | | | |
|contexts as well as a | | | | | |
|growing number of school | | | | | |
|contexts, including | | | | | |
|appropriate use of formal | | | | | |
|and informal terms of | | | | | |
|address in different | | | | | |
|contexts (ACELA1454) L&S | | | | | |
| | | | | |Creating Texts |
|Spelling |writing one-syllable words containing known blends, for | | | | |
|Know that regular |example ‘bl’, ‘st’ | | | | |
|one-syllable words are made |learning an increasing number of high frequency sight | | | | |
|up of letters and common |words recognised in shared texts and in texts being read| | | | |
|letter clusters that |independently (for example 'one', 'have', 'them', | | | | |
|correspond to the sounds |'about') | | | | |
|heard, and how to use visual| | | | | |
|memory to write | | | | | |
|high-frequency words | | | | | |
|(ACELA1778) R | | | | | |
| | | | |Editing |adding or deleting words on page or screen to improve |
| | | | |Reread student's own texts and |meaning, for example adding an adjective to a noun |
| | | | |discuss possible changes to |reading the students’ own work aloud to listen for |
| | | | |improve meaning, spelling and |grammatical correctness: checking use of capital |
| | | | |punctuation (ACELY1662) W |letters, full stops, question marks and exclamation |
| | | | | |marks |
| | | | | |checking for inclusion of capital letters and full |
| | | | | |stops |
| | | | | |identifying words which might not be spelt correctly |
| | | | | |beginning to use dictionaries and classroom charts to |
| | | | | |check and correct spelling of less familiar words |
|Recognise and know how to |building word families from common morphemes (for | | | | |
|use morphemes in word |example 'play', 'plays', 'playing', 'played', | | | | |
|families for example ‘play’ |'playground') | | | | |
|in ‘played’ and ‘playing’ |using morphemes to read words (for example by | | | | |
|(ACELA1455) W |recognising the 'stem' in words such as 'walk/ed') | | | | |
| |Sound and Letter Knowledge | | | | |
|Phonemic Awareness |recognising words that start with a given sound, end | | |Handwriting |using correct posture and pencil grip |
|Manipulate sounds in spoken |with a given sound, have a given medial sound, rhyme | | |Write using unjoined lower case|learning how each letter is constructed including |
|words including phoneme |with a given word | | |and upper case letters |where to start and the direction to follow |
|deletion and substitution |recognising and producing rhyming words | | |(ACELY1663) W |writing words legibly using unjoined print script of |
|(ACELA1457) R |replacing sounds in spoken words (for example replace | | | |consistent size |
| |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) | | | | |
|Alphabet knowledge |saying words with the same onset as a given word (for | | |Use of Software |creating digital images and composing a story or |
|Recognise sound --- letter |example words that begin like 'd/og', 'bl/ue') | | |Construct texts that |information sequence on screen using images and |
|matches including common |saying words with the same rime as a given word (for | | |incorporate supporting images |captions |
|vowel and consonant digraphs|example words that end like 'c/at', 'pl/ay') | | |using software including word |adding images to digital written communications such |
|and consonant blends | | | |processing programs (ACELY1664)|as emails with pictures of self, classmates or |
|(ACELA1458) R | | | |W |location |
|Understand the variability |recognising that letters can have more than one sound | | | | |
|of sound --- letter matches |(for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, | | | | |
|(ACELA1459) R |‘father’, ‘any’) | | | | |
| |recognising sounds that can be produced by different | | | | |
| |letters (for example the /s/ sound in ‘sat’, ‘cent’, | | | | |
| |‘scene’) | | | | |
Year 2 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | |Responding to Literature | |Interacting With Others |
| | |Expressing preferences|describing features of texts from different |Listening and Speaking |discussing appropriate conventions to use in group |
| | |and evaluating texts |cultures including recurring language |interactions (skills) |discussions |
| | |Identify aspects of |patterns, style of illustrations, elements |Use interaction skills |exploring ways to comment on what others say, |
| | |different types of |of humour or drama, and identifying the |including initiating topics, |including using sentence starters such as ‘I like the |
| | |literary texts that |features which give rise to their personal |making positive statements and |way you…’, ‘I agree that …’, ‘I have a different |
| | |entertain, and give |preferences |voicing disagreement in an |thought…’, ‘I’d like to say something different…’ |
| | |reasons for personal |connecting the feelings and behaviours of |appropriate manner, speaking |participating in pair, group and class speaking and |
| | |preferences |animals in anthropomorphic stories with |clearly and varying tone, |listening situations, including informal |
| | |(ACELT1590) L&S |human emotions and relationships |volume and pace appropriately |conversations, class discussions and presentations |
| | | |drawing, writing and using digital |(ACELY1789) L&S |demonstrating appropriate listening behaviour, |
| | | |technologies to capture and communicate | |responding to and paraphrasing a partner’s |
| | | |favourite characters and events | |contribution to a discussion, such as think/pair/share|
| | | | | |activities |
| | | | | |asking relevant questions and making connections with |
| | | | | |personal experiences and the contributions of others |
| | | | | |brainstorming topics, contributing ideas and |
| | | | | |acknowledging the ideas of others |
| | | | | |speaking clearly and with appropriate intonation |
| | | | | |understanding how to disagree with a point of view or |
| | | | | |offer an alternative idea courteously |
| | | | | |experimenting with presentation strategies such as |
| | | | | |pitch, volume and intonation |
|Evaluative Language |exploring how language is used to express feelings | | | | |
|Identify language that can |including learning vocabulary to express a gradation of | | | | |
|be used for appreciating |feeling, for example ‘happy’, ‘joyful’, ‘pleased’, | | | | |
|texts and the qualities of |‘contented’ | | | | |
|people and things |exploring in stories, everyday and media texts moral and| | | | |
|(ACELA1462) L&S |social dilemmas; such as right and 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’ | | | | |
| |Text Structure and Organisation | |Examining Literature | | |
| | | | |Oral presentations |adjusting presentation for different audiences |
| | | | |Rehearse and deliver short |preparing and giving oral presentations, including |
| | | | |presentations on familiar and |reports of group discussions, using more formal speech|
| | | | |new topics (ACELY1667) L&S |and specific vocabulary about content area topics |
| | | | | |listening and responding to presentations, including |
| | | | | |those using multimedia, on familiar and learned |
| | | | | |topics, recording key information, and connecting new |
| | | | | |and existing knowledge about a topic |
|Text cohesion |exploring how texts develop their themes and ideas, | | | | |
|Understand how texts are |building information through connecting similar and | | | | |
|made cohesive through |contrasting dissimilar things | | | | |
|resources, for example word |mapping examples of word associations in texts, for | | | | |
|associations, synonyms, and |example words that refer to the main character | | | | |
|antonyms (ACELA1464) W | | | | | |
|Punctuation |talking about how a comma can be used to separate two or| | | |Interpreting, Analysing and Evaluating |
|Recognise that capital |more elements in a list, for example ‘At the museum they| | | | |
|letters signal proper nouns |saw a Tasmanian tiger, a dinosaur and two snakes’ | | | | |
|and commas are used to | | | | | |
|separate items in lists | | | | | |
|(ACELA1465) W | | | | | |
|Concepts of Print and screen|recognising how chapters and table of contents, |Language devices in |exploring poems, chants, rhymes or songs |Reading processes |using prior and learned knowledge and vocabulary to |
|Know some features of text |alphabetical order of index and glossary operate to |literacy text |from different cultures which class members |Read less predictable texts |make and confirm predictions when reading text using |
|organisation including page |guide access to information |including figurative |may bring from home |with phrasing and fluency by |grammatical knowledge to predict likely sentence |
|and screen layouts, |learning about features of screen texts including menu |language |learning to recite, sing or create |combining contextual, semantic,|patterns when reading more complex narratives and |
|alphabetical order, and |buttons, drop down menus, links and live connections |Identify, reproduce |interpretations of poems, chants, rhymes or |grammatical and phonic |informative texts |
|different types of diagrams,| |and experiment with |songs from students’ own and other different|knowledge using text processing|using knowledge of sound–letter relationships and high|
|for example timelines | |rhythmic, sound and |cultures |strategies, for example |frequency sight words when decoding text |
|(ACELA1466) R | |word patterns in | |monitoring meaning, predicting,|monitoring own reading and self-correcting when |
| | |poems, chants, rhymes | |rereading and self-correcting |reading does not make sense, using illustrations, |
| | |and songs (ACELT1592) | |(ACELY1669) R |context, phonics, grammar knowledge and prior and |
| | |L&S | | |learned topic knowledge |
| | | | | |using grammar and meaning to read aloud with fluency |
| | | | | |and intonation |
| | | | | |making connections between the text and students’ own |
| | | | | |experiences and experiences with other texts, |
| | | | | |comparing authors’ differing point of view on a topic |
| |Expressing and Developing Ideas | | | | |
|Word level grammar |exploring texts and identifying nouns that refer to | | |Comprehension strategies |making connections between information in print and |
|Understand that nouns |characters, elements of the setting, and ideas | | |Use comprehension strategies to|images |
|represent people, places, |exploring illustrations and noun groups in picture books| | |build literal and inferred |building on and using prior knowledge and vocabulary |
|things and ideas and can be,|to identify how the noun groups have been represented by| | |meaning and begin to analyse |making valid inferences using information in a text |
|for example, common, proper,|an illustrator | | |texts by drawing on growing |and students’ own prior knowledge |
|concrete and abstract, and |exploring names of people and places and how to write | | |knowledge of context, language |predicting, asking and answering questions as they |
|that noun groups/phrases can|them using capital letters | | |and visual features and print |read, and summarising and reviewing meaning |
|be expanded using articles |using selected nouns as a basis for building extended | | |and multimodal text structures | |
|and adjectives (ACELA1468) R|noun groups that provide a clear description of an item | | |(ACELY1670) R | |
|Visual Language |comparing two versions of the same story, for example | | | |Creating Texts |
|Identify visual |‘Jack and the Beanstalk’, identifying how a character’s | | | | |
|representations of |actions and reactions are depicted differently by | | | | |
|characters’ actions, |different illustrators | | | | |
|reactions, speech and | | | | | |
|thought processes in | | | | | |
|narratives, and consider how| | | | | |
|these images add to or | | | | | |
|contradict or multiply the | | | | | |
|meaning of accompanying | | | | | |
|words (ACELA1469) R | | | | | |
|Vocabulary |interpreting new terminology drawing on prior knowledge,| | | | |
|Understand the use of |analogies and connections with known words | | | | |
|vocabulary about familiar | | | | | |
|and new topics and | | | | | |
|experiment with and begin to| | | | | |
|make conscious choices of | | | | | |
|vocabulary to suit audience | | | | | |
|and purpose (ACELA1470) L&S | | | | | |
| | | | |Editing |reading their work and adding, deleting or changing |
| | | | |Reread and edit text for |words, prepositional phrases or sentences to improve |
| | | | |spelling, sentence-boundary |meaning, for example replacing an everyday noun with a|
| | | | |punctuation and text structure |technical one in an informative text |
| | | | |(ACELY1672) W |checking spelling using a dictionary |
| | | | | |checking for inclusion of relevant punctuation |
| | | | | |including capital letters to signal names, as well as |
| | | | | |sentence beginnings, full stops, question marks and |
| | | | | |exclamation marks |
| | | | | |making significant changes to their texts using a word|
| | | | | |processing program ( for example add, delete or move |
| | | | | |sentences) |
|Spelling |drawing on knowledge of high frequency sight words | | | | |
|Understand how to use |drawing on knowledge of sound–letter relationships (for | | | | |
|digraphs, long vowels, |example breaking words into syllables and phonemes) | | | | |
|blends and silent letters to|using known words in writing and spell unknown words | | | | |
|spell words, and use |using developing visual, graphophonic and morphemic | | | | |
|morphemes and |knowledge | | | | |
|syllabification to break up | | | | | |
|simple words and use visual | | | | | |
|memory to write irregular | | | | | |
|words (ACELA1471) W | | | | | |
|Recognise common prefixes |joining discussion about how a prefix or suffix affects | | |Handwriting |using correct pencil grip and posture |
|and suffixes and how they |meaning, for example uncomfortable, older, and division | | |Write legibly and with growing |writing sentences legibly and fluently using unjoined |
|change a word’s meaning | | | |fluency using unjoined upper |print script of consistent size |
|(ACELA1472) R | | | |case and lower case letters | |
| | | | |(ACELY1673) W | |
| |Sound and Letter Knowledge | | | | |
|Phonemic Awareness |recognising when some letters are silent, for example | | |Use of Software |experimenting with and combining elements of software |
|Recognise most sound–letter |knife, listen, castle, and providing the sound for less | | |Construct texts featuring |programs to create texts |
|matches including silent |common sound-letter matches, for example ‘tion’ | | |print, visual and audio | |
|letters, vowel/consonant | | | |elements using software, | |
|digraphs and many less | | | |including word processing | |
|common sound–letter | | | |programs (ACELY1674) W | |
|combinations (ACELA1474) R | | | | | |
Year 3 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | |Responding to Literature | |Interacting With Others |
| | | | |Listening and Speaking |participating in pair, group and class speaking and |
| | | | |interactions (skills) |listening situations, including informal |
| | | | |Use interaction skills, |conversations, class discussions and presentations |
| | | | |including active listening |listening actively including listening for specific |
| | | | |behaviours and communicate in a|information, recognising the value of others’ |
| | | | |clear, coherent manner using a |contributions and responding through comments, |
| | | | |variety of everyday and learned|recounts and summaries of information |
| | | | |vocabulary and appropriate |learning the specific speaking or listening skills of |
| | | | |tone, pace, pitch and volume |different group roles, for example group leader, note |
| | | | |(ACELY1792) L&S |taker and reporter |
| | | | | |acquiring new vocabulary in all curriculum areas |
| | | | | |through listening, reading, viewing and discussion and|
| | | | | |using this vocabulary in specific ways such as |
| | | | | |describing people, places, things and processes |
| | | | | |using language appropriately in different situations |
| | | | | |such as making a request of a teacher, explaining a |
| | | | | |procedure to a classmate, engaging in a game with |
| | | | | |friends |
| | | | | |experimenting with voice effects in formal |
| | | | | |presentations such as tone, volume and pace |
|Evaluative Language |exploring how modal verbs, for example ‘must’, ‘might’,’ or | | | | |
|Examine how evaluative |‘could’ indicate degrees of certainty, command or obligation| | | | |
|language can be varied |distinguishing how choice of adverbs, nouns and verbs | | | | |
|to be more or less |present different evaluations of characters in texts | | | | |
|forceful (ACELA1477) L&S| | | | | |
| | |Expressing preferences|building a conscious understanding of | | |
| | |and evaluating texts |preference regarding topics and genres of | | |
| | |Develop criteria for |personal interest (for example humorous | | |
| | |establishing personal |short stories, school and family stories, | | |
| | |preferences for |mysteries, fantasy and quest, series books) | | |
| | |literature (ACELT1598)|selecting and discussing favourite texts and| | |
| | |R |explaining their reasons for assigning | | |
| | | |greater or lesser merit to particular texts | | |
| | | |or types of texts | | |
| |Text Structure and Organisation | | | | |
| | | | |Oral presentations |drawing on relevant research into a topic to prepare |
| | | | |Plan and deliver short |an oral or multimodal presentation, using devices such|
| | | | |presentations, providing some |as storyboards to plan the sequence of ideas and |
| | | | |key details in logical sequence|information |
| | | | |(ACELY1677) L&S | |
|Text cohesion |noticing how longer texts are organised into paragraphs, | | | | |
|Understand that |each beginning with a topic sentence/paragraph opener which | | | | |
|paragraphs are a key |predicts how the paragraph will develop and is then | | | | |
|organisational feature |elaborated in various ways | | | | |
|of written texts | | | | | |
|(ACELA1479) W | | | | | |
| | |Language devices in |identifying the effect of imagery in texts, | |Interpreting, Analysing and Evaluating |
| | |literacy text |for example the use of imagery related to | | |
| | |including figurative |nature in haiku poems | | |
| | |language |exploring how rhythm, onomatopoeia and | | |
| | |Discuss the nature and|alliteration give momentum to poetry and | | |
| | |effects of some |prose read aloud, and enhance enjoyment | | |
| | |language devices used | | | |
| | |to enhance meaning and| | | |
| | |shape the reader’s | | | |
| | |reaction, including | | | |
| | |rhythm and | | | |
| | |onomatopoeia in poetry| | | |
| | |and prose (ACELT1600) | | | |
| | |R | | | |
|Concepts of Print and |becoming familiar with the typical features of online texts,| | |Reading processes |combining different types of knowledge (for example |
|screen |for example navigation bars and buttons, hyperlinks and | | |Read an increasing range of |world knowledge, vocabulary, grammar, phonics) to make|
|Identify the features of|sitemaps | | |different types of texts by |decisions about unknown words, reading on, reviewing |
|online texts that | | | |combining contextual, semantic,|and summarising meaning |
|enhance navigation | | | |grammatical and phonic |analysing the way illustrations help to construct |
|(ACELA1790) R | | | |knowledge, using text |meaning and interpreting different types of |
| | | | |processing strategies, for |illustrations and graphics |
| | | | |example monitoring, predicting,|reading text types from a student’s culture to enhance|
| | | | |confirming, rereading, reading |confidence in building reading strategies |
| | | | |on and self-correcting |reading aloud with fluency and intonation |
| | | | |(ACELY1679) R |reading a wider range of texts, including chapter |
| | | | | |books and informative texts, for pleasure |
| |Expressing and Developing Ideas | |Creating Literature | | |
|Word level grammar |identifying different types of verbs and the way they add |Experimentation and |creating visual and multimodal texts based |Comprehension strategies |making connections between the text and students own |
|Understand that verbs |meaning to a sentence |adaptation |on Aboriginal and Torres Strait Islander or |Use comprehension strategies to|experience and other texts |
|represent different |exploring action and saying verbs in narrative texts to show|Create texts that |Asian literature, applying one or more |build literal and inferred |making connections between the information in print |
|processes (doing, |how they give information about what characters do and say |adapt language |visual elements to convey the intent of the |meaning and begin to evaluate |and images |
|thinking, saying, and |exploring the use of sensing verbs and how they allow |features and patterns |original text |texts by drawing on a growing |making predictions and asking and answering questions |
|relating) and that these|readers to know what characters think and feel |encountered in |creating multimodal texts that combine |knowledge of context, text |about the text drawing on knowledge of the topic, |
|processes are anchored |exploring the use of relating verbs in constructing |literary texts, for |visual images, sound effects, music and |structures and language |subject-specific vocabulary and experience of texts on|
|in time through tense |definitions and descriptions |example |voice overs to convey settings and events in|features (ACELY1680) R |the same topic |
|(ACELA1482) W |learning how time is represented through the tense of a verb|characterisation, |a fantasy world | |using text features and search tools to locate |
| |and other structural, language and visual features |rhyme, rhythm, mood, | | |information in written and digital texts efficiently |
| | |music, sound effects | | |determining important ideas, events or details in |
| | |and dialogue | | |texts commenting on things learned or questions raised|
| | |(ACELT1791) W | | |by reading, referring explicitly to the text for |
| | | | | |verification |
| | | | | |making considered inferences taking into account topic|
| | | | | |knowledge or a character’s likely actions and feelings|
|Visual Language |noting how the relationship between characters can be | | | | |
|Identify the effect on |depicted in illustrations through: the positioning of the | | | | |
|audiences of techniques,|characters (for example facing each other or facing away | | | | |
|for example shot size, |from each other); the distance between them; the relative | | | | |
|vertical camera angle |size; one character looking up (or down) at the other (power| | | | |
|and layout in picture |relationships); facial expressions and body gesture | | | | |
|books, advertisements |observing how images construct a relationship with the | | | | |
|and film segments |viewer through such strategies as: direct gaze into the | | | | |
|(ACELA1483) R |viewer's eyes, inviting involvement and how close ups are | | | | |
| |more engaging than distanced images, which can suggest | | | | |
| |alienation or loneliness | | | | |
| | | | | |Creating Texts |
|Vocabulary |exploring examples of language which demonstrate a range of | | | | |
|Learn extended and |feelings and positions, and building a vocabulary to express| | | | |
|technical vocabulary and|judgments about characters or events, acknowledging that | | | | |
|ways of expressing |language and judgments might differ depending on the | | | | |
|opinion including modal |cultural context | | | | |
|verbs and adverbs | | | | | |
|(ACELA1484) L&S | | | | | |
|Spelling |using spelling strategies such as: phonological knowledge | | |Editing |using glossaries, print and digital dictionaries and |
|Understand how to use |(for example diphthongs and other ambiguous vowel sounds in | | |Reread and edit texts for |spell check to edit spelling, realising that spell |
|sound–letter |more complex words); three-letter clusters (for example | | |meaning, appropriate structure,|check accuracy depends on understanding the word |
|relationships and |'thr', 'shr', 'squ'); visual knowledge (for example more | | |grammatical choices and |function, for example there/their; rain/reign |
|knowledge of spelling |complex single syllable homophones such as 'break/brake', | | |punctuation (ACELY1683) W | |
|rules, compound words, |'ate/eight'); morphemic knowledge (for example inflectional | | | | |
|prefixes, suffixes, |endings in single syllable words, plural and past tense); | | | | |
|morphemes and less |generalisations (for example to make a word plural when it | | | | |
|common letter |ends in 's', 'sh', 'ch', or 'z' add 'es') | | | | |
|combinations, for | | | | | |
|example ‘tion’ | | | | | |
|(ACELA1485) W | | | | | |
| | | | |Handwriting |practising how to join letters to construct a fluent |
| | | | |Write using joined letters that|handwriting style |
| | | | |are clearly formed and | |
| | | | |consistent in size (ACELY1684) | |
| | | | |W | |
|Recognise high frequency|becoming familiar with most high-frequency sight words | | | | |
|sight words (ACELA1486) | | | | | |
|R | | | | | |
| | | | |Use of Software |using features of relevant technologies to plan, |
| | | | |Use software including word |sequence, compose and edit multimodal texts |
| | | | |processing programs with | |
| | | | |growing speed and efficiency to| |
| | | | |construct and edit texts | |
| | | | |featuring visual, print and | |
| | | | |audio elements (ACELY1685) W | |
Year 4 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | |Responding to Literature | |Interacting With Others |
|Evaluative Language |identifying ways thinking verbs are used to express |Expressing preferences|examining the author’s description of a |Listening and Speaking |participating in pair, group, class and school |
|Understand differences |opinion, for example ‘I think’, ‘I believe’, and ways |and evaluating texts |character’s appearance, behaviour and speech|interactions (skills) |speaking and listening situations, including informal |
|between the language of |summary verbs are used to report findings, for example ‘we|Use metalanguage to |and noting how the character’s development |Use interaction skills such as |conversations, class discussions and presentations |
|opinion and feeling and |concluded |describe the effects |is evident through his or her dialogue an d |acknowledging another’s point |developing appropriate speaking and listening |
|the language of factual | |of ideas, text |changing relationships and the reactions of |of view and linking students’ |behaviours including acknowledging and extending |
|reporting or recording | |structures and |other characters to him or her |response to the topic, using |others’ contributions, presenting ideas and opinions |
|(ACELA1489) L&S | |language features of |sharing views using appropriate metalanguage|familiar and new vocabulary and|clearly and coherently |
| | |literary texts |(for example ‘The use of the adjectives in |a range of vocal effects such |choosing a variety of appropriate words and |
| | |(ACELT1604) R |describing the character really helps to |as tone, pace, pitch and volume|prepositional phrases, including descriptive words and|
| | | |create images for the reader’) |to speak clearly and coherently|some technical vocabulary, to communicate meaning |
| | | | |(ACELY1688) L&S |accurately |
| | | | | |exploring the effects of changing voice tone, volume, |
| | | | | |pitch and pace in formal and informal contexts |
| |Text Structure and Organisation | | | | |
| | | | | |Interpreting, Analysing and Evaluating |
| | |Language devices in |defining spoonerisms, neologisms and puns | | |
| | |literacy text |and exploring how they are used by authors | | |
| | |including figurative |to create a sense of freshness, originality | | |
| | |language |and playfulness | | |
| | |Understand, interpret |discussing poetic language, including | | |
| | |and experiment with a |unusual adjectival use and how it engages us| | |
| | |range of devices and |emotionally and brings to life the poet’s | | |
| | |deliberate word play |subject matter (for example ‘He grasps the | | |
| | |in poetry and other |crag with crooked hands’/wee timorous | | |
| | |literary texts, for |beastie) | | |
| | |example nonsense | | | |
| | |words, spoonerisms, | | | |
| | |neologisms and puns | | | |
| | |(ACELT1606) R | | | |
| | | | | Reading processes |reading new and different kinds of texts with the use |
| | | | |Read different types of texts |of established word identification strategies, |
| | | | |by combining contextual , |including knowledge of the topic and of text type |
| | | | |semantic, grammatical and |together with self monitoring strategies; including |
| | | | |phonic knowledge using text |rereading, self questioning and pausing, and including|
| | | | |processing strategies for |self correction strategies such confirming and |
| | | | |example monitoring meaning, |cross-checking |
| | | | |cross checking and reviewing |reading aloud with fluency and expression |
| | | | |(ACELY1691) R |reading a wide range of different types of texts for |
| | | | | |pleasure |
|Punctuation |exploring texts to identify the use of quotation marks | | | | |
|Recognise how quotation |experimenting with the use of quotation marks in students’| | | | |
|marks are used in texts to|own writing | | | | |
|signal dialogue, titles | | | | | |
|and quoted (direct) speech| | | | | |
|(ACELA1492) W | | | | | |
| | | |Creating Literature | | |
| | |Experimentation and |using research from print and digital | | |
| | |adaptation |resources to gather ideas, integrating | | |
| | |Create literary texts |information from a range of sources; | | |
| | |by developing |selecting text structure and planning how to| | |
| | |storylines, characters|group ideas into paragraphs to sequence | | |
| | |and settings |content, and choosing vocabulary to suit | | |
| | |(ACELT1794) W |topic and communication purpose | | |
| | | |using appropriate simple, compound and | | |
| | | |complex sentences to express and combine | | |
| | | |ideas | | |
| | | |using grammatical features effectively | | |
| | | |including different types of verbs, | | |
| | | |adverbials and noun groups for lengthier | | |
| | | |descriptions | | |
| |Expressing and Developing Ideas | | | |Creating Texts |
|Investigate how quoted |investigating examples of quoted (direct) speech (‘He | | | | |
|(direct) and reported |said, “I’ll go to the park today”’) and reported | | | | |
|(indirect) speech work in |(indirect) speech (‘He told me he was going to the park | | | | |
|different |today’) and comparing similarities and differences | | | | |
|types of text (ACELA1494) | | | | | |
|R | | | | | |
|Word level grammar |investigating in texts how adverbial phrases and clauses | | |Editing |revising written texts: editing for grammatical and |
|Understand how adverbs |can add significance to an action, for example ‘more | | |Reread and edit for meaning by |spelling accuracy and clarity of the text, to improve |
|groups/phrase and |desperately’, ‘he rose quietly and gingerly moved’ | | |adding, deleting or moving |the connection between ideas and the overall flow of |
|prepositional phrases work| | | |words or word groups to improve|the piece |
|in different ways to | | | |content and structure | |
|provide circumstantial | | | |(ACELY1695) W | |
|details about an activity | | | | | |
|(ACELA1495) R | | | | | |
|Visual Language |examining visual and multimodal texts, building a | | |Handwriting |identifying and selecting appropriate software |
|Explore the effect of |vocabulary to describe visual elements and techniques such| | |Use a range of software |programs for constructing text |
|choices when framing an |as framing, composition and visual point of view and | | |including word processing | |
|image, placement of |beginning to understand how these choices impact on viewer| | |programs to construct, edit and| |
|elements in the image, and|response | | |publish written text, and | |
|salience on composition of| | | |select, edit and place visual, | |
|still and moving images in| | | |print and audio elements | |
|a range of types of texts | | | |(ACELY1697) W | |
|(ACELA1496) R | | | | | |
|Vocabulary |building etymological knowledge about word origins (for | | |Use of Software |using handwriting fluency with speed for a wide range |
|Incorporate new vocabulary|example 'thermometer') and building vocabulary from | | |Write using clearly-formed |of tasks |
|from a range of sources |research about technical and subject specific topics | | |joined letters, and develop | |
|into students’ own texts | | | |increased fluency and | |
|including vocabulary | | | |automaticity (ACELY1696) W | |
|encountered in research | | | | | |
|(ACELA1498) W | | | | | |
|Spelling |using phonological knowledge (for example long vowel | | | | |
|Understand how to use |patterns in multi-syllabic words); consonant clusters (for| | | | |
|strategies for spelling |example 'straight', 'throat', 'screen', 'squawk') | | | | |
|words, including spelling |using visual knowledge (for example diphthongs in more | | | | |
|rules, knowledge of |complex words and other ambiguous vowel sounds, as in | | | | |
|morphemic word families, |'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'); | | | | |
|spelling generalisations, |silent beginning consonant patterns (for example 'gn' and | | | | |
|and letter combinations |'kn') | | | | |
|including double letters |applying generalisations, for example doubling (for | | | | |
|(ACELA1779) W |example 'running'); 'e'-drop (for example 'hoping') | | | | |
|Recognise homophones and |using meaning and context when spelling words (for example| | | | |
|know how to use context to|when differentiating between homophones such as ‘to’, | | | | |
|identify correct spelling |‘too’, ‘two’ | | | | |
|(ACELA1780) W | | | | | |
Year 5 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | | | |Interacting With Others |
| | | |Responding to Literature | | |
|Evaluative Language |recognising that a bare assertion (for example 'It's the | | |Listening and Speaking |participating in pair, group, class and school |
|Understand how to move |best film this year') often needs to be tempered by: using| | |interactions (skills) |speaking and listening situations, including informal |
|beyond making bare |the 'impersonal it' to distance oneself (for example 'It | | |Use interaction skills, for |conversations, discussions and presentations |
|assertions and take |could be that it is the best film this year'); recruiting | | |example paraphrasing, |using effective strategies for dialogue and discussion|
|account of differing |anonymous support (for example 'It is generally agreed | | |questioning and interpreting |including speaking clearly and to the point, pausing |
|perspectives and points of|that it is the best film this year.'); indicating a | | |non-verbal cues and choose |in appropriate places for others to respond, asking |
|view (ACELA1502) L&S |general source of the opinion (for example 'Most critics | | |vocabulary and vocal effects |pertinent questions and linking students’ own |
| |agree that it is the best film this year.'); specifying | | |appropriate for different |responses to the contributions of others |
| |the source of the opinion (for example 'David and Margaret| | |audiences and purposes |choosing vocabulary and sentence structures for |
| |both agree that it is the best film this year') and | | |(ACELY1796) L&S |particular purposes including formal and informal |
| |reflecting on the effect of these different choices | | | |contexts, to report and explain new concepts and |
| | | | | |topics, to offer a point of view and to persuade |
| | | | | |others |
| | | | | |experimenting with voice effects in formal |
| | | | | |presentations such as tone, volume, pitch and pace, |
| | | | | |recognising the effects these have on audience |
| | | | | |understanding |
| | |Expressing preferences|orally, in writing or using digital media, | | |
| | |and evaluating texts |giving a considered interpretation and | | |
| | |Use metalanguage to |opinion about a literary text, recognising | | |
| | |describe the effects |that a student’s view may not be shared by | | |
| | |of ideas, text |others and that others have equal claims to | | |
| | |structures and |divergent views | | |
| | |language features on | | | |
| | |particular audiences | | | |
| | |(ACELT1795) R | | | |
| |Text Structure and Organisation | | | | |
|Text cohesion |observing how writers use the beginning of a sentence to | | | |Interpreting, Analysing and Evaluating |
|Understand that the |signal to the reader how the text is developing (for | | | | |
|starting point of a |example 'Snakes are reptiles. They have scales and no | | | | |
|sentence gives prominence |legs. Many snakes are poisonous. However, in Australia | | | | |
|to the message in the text|they are protected') | | | | |
|and allows for prediction | | | | | |
|of how the text will | | | | | |
|unfold (ACELA1505) W | | | | | |
|Punctuation |examining how conventions of punctuation are used in | | | | |
|Understand how the |written and digitally composed lists and learning that in | | | | |
|grammatical category of |Standard Australian English it is not necessary to add | | | | |
|possessives is signalled |another ‘s’ to the end of a plural noun to indicate | | | | |
|through apostrophes with |possession (‘James' house’/ ‘my parents' car’) | | | | |
|common and proper nouns | | | | | |
|(ACELA1506) W | | | | | |
| | |Language devices in |discussing how figurative language including|Reading processes |bringing subject and technical vocabulary and concept |
| | |literacy text |simile and metaphor can make use of a |Navigate and read texts for |knowledge to new reading tasks |
| | |including figurative |comparison between different things, for |specific purposes applying |selecting and using texts for their pertinence to the |
| | |language |example ‘My love is like a red, red rose’; |appropriate text processing |task and the accuracy of their information |
| | |Understand, interpret |‘Tyger!, Tyger! burning bright, In the |strategies, for example |using word identification, self-monitoring and |
| | |and experiment with |forests of the night’; and how by appealing |predicting and confirming, |self-correcting strategies to access material on less |
| | |sound devices and |to the imagination, it provides new ways of |monitoring meaning, skimming |familiar topics, skimming and scanning to check the |
| | |imagery, including |looking at the world investigating the |and scanning (ACELY1702) R |pertinence of particular information to students’ |
| | |simile, metaphor and |qualities of contemporary protest songs, for| |topic and task |
| | |personification, in |example those about Indigenous peoples and | |reading a wide range of imaginative, informative and |
| | |narratives, shape |those about the environment | |persuasive texts for pleasure and to find and use |
| | |poetry, songs, anthems| | |information |
| | |and odes (ACELT1611) R| | | |
|Concepts of Print and |No elaborations | | | | |
|screen | | | | | |
|Investigate how the | | | | | |
|organisation of texts into| | | | | |
|chapters, headings, | | | | | |
|subheadings, home pages | | | | | |
|and sub pages for online | | | | | |
|texts and according to | | | | | |
|chronology or topic can be| | | | | |
|used to predict content | | | | | |
|and assist navigation | | | | | |
|(ACELA1797) R | | | | | |
| | | |Creating Literature |Comprehension strategies |using research skills including identifying research |
| | | | |Use comprehension strategies to|purpose, locating texts, gathering and organising |
| | | | |analyse information, |information, evaluating its relative value, and the |
| | | | |integrating and linking ideas |accuracy and currency of print and digital sources and|
| | | | |from a variety of print and |summarising information from several sources |
| | | | |digital sources (ACELY1703) R | |
| |Expressing and Developing Ideas | | | | |
| | |Experimentation and |drawing upon fiction elements in a range of | |Creating Texts |
| | |adaptation |model texts - for example main idea, | | |
| | |Create literary texts |characterisation, setting (time and place), | | |
| | |that experiment with |narrative point of view; and devices, for | | |
| | |structures, ideas and |example figurative language (simile, | | |
| | |stylistic features of |metaphor, personification), as well as | | |
| | |selected authors |non-verbal conventions in digital and screen| | |
| | |(ACELT1798) W |texts - in order to experiment with new, | | |
| | | |creative ways of communicating ideas, | | |
| | | |experiences and stories in literary texts | | |
|Word level grammar |learning how to expand a description by combining a | | | | |
|Understand how noun |related set of nouns and adjectives – ‘Two old brown | | | | |
|groups/phrases and |cattle dogs sat on the ruined front veranda of the | | | | |
|adjective groups/phrases |deserted house’ | | | | |
|can be expanded in a | | | | | |
|variety of ways to provide| | | | | |
|a fuller description of | | | | | |
|the person, thing or idea | | | | | |
|(ACELA1508) W | | | | | |
|Visual Language |becoming familiar with the typical stages and language | | | | |
|Explain sequences of |features of such text types as: narrative, procedure, | | | | |
|images in print texts and |exposition, explanation, discussion and informative text | | | | |
|compare these to the ways |and how they can be composed and presented in written, | | | | |
|hyperlinked digital texts |digital and multimedia forms | | | | |
|are organised, explaining | | | | | |
|their effect on viewers’ | | | | | |
|interpretations | | | | | |
|(ACELA1511) R | | | | | |
| | | | |Editing |editing for flow and sense, organisation of ideas and |
| | | | |Reread and edit student's own |choice of language, revising and trying new approaches|
| | | | |and others’ work using agreed |if an element is not having the desired impact |
| | | | |criteria for text structures | |
| | | | |and language features | |
| | | | |(ACELY1705) W | |
|Vocabulary |moving from general, ‘all-purpose’ words, for example | | | | |
|Understand the use of |‘cut’ to more specific words, for example ‘slice’, ‘dice’,| | | | |
|vocabulary to express |‘fillet’, ‘segment’ | | | | |
|greater precision of | | | | | |
|meaning, and know that | | | | | |
|words can have different | | | | | |
|meanings in different | | | | | |
|contexts (ACELA1512) W | | | | | |
| | | | |Handwriting |editing for flow and sense, organisation of ideas and |
| | | | |Develop a handwriting style |choice of language, revising and trying new approaches|
| | | | |that is becoming legible, |if an element is not having the desired impact |
| | | | |fluent and automatic | |
| | | | |(ACELY1706) W | |
|Spelling |learning that many complex words were originally | | | | |
|Understand how to use |hyphenated but have become ‘prefixed’ as in ‘uncommon’, | | | | |
|banks of known words as |‘renew’ ‘email’ and ‘refine’ | | | | |
|well as word origins, |talking about how suffixes change over time and new forms | | | | |
|prefixes, suffixes to |are invented to reflect changing attitudes to gender, for | | | | |
|learn and spell new words |example ‘policewoman’, ‘salesperson’; ‘air | | | | |
|(ACELA1513) R |hostess’/‘steward’ or ‘flight attendant’ | | | | |
| | | | |Use of Software | |
| | | | |Use a range of software |writing letters in print and by email, composing with |
| | | | |including word processing |increasing fluency, accuracy and legibility and |
| | | | |programs with fluency to |demonstrating understanding of what the audience may |
| | | | |construct, edit and publish |want to hear |
| | | | |written text, and select, edit | |
| | | | |and place visual, print and | |
| | | | |audio elements (ACELY1707) W | |
|Recognise uncommon |using knowledge of word origins and roots and related | | | | |
|plurals, for example |words to interpret and spell unfamiliar words, and | | | | |
|‘foci’ (ACELA1514) R |learning about how these roots impact on plurals | | | | |
Year 6 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | |Responding to Literature | |Interacting With Others |
|Evaluative Language |understanding when it is appropriate to share feelings and| | | | |
|Understand the uses of |opinions (for example in a personal recount) and when it | | | | |
|objective and subjective |is appropriate to remain more objective (for example in a | | | | |
|language and bias |factual recount) | | | | |
|(ACELA1517) L&S |differentiating between reporting the facts (for example | | | | |
| |in a news story) and providing a commentary (for example | | | | |
| |in an editorial) | | | | |
| | |Expressing preferences |noting how degrees of possibility are |Listening and Speaking |participating in pair, group, class, school and |
| | |and evaluating texts |opened up through the use of modal |interactions (skills) |community speaking and listening situations, including|
| | |Identify and explain how|auxiliaries (for example 'It may be a |Use interaction skills, varying|informal conversations, discussions, debates and |
| | |choices in language, for|solution'; 'It could be a solution.') as |conventions of spoken |presentations |
| | |example modality, |well as through other resources such as |interactions such as voice |using effective strategies for dialogue and discussion|
| | |emphasis, repetition and|adverbs (for example 'It's |volume, tone, pitch and pace, |in range of familiar and new contexts, including |
| | |metaphor, influence |possibly/probably/certainly a solution.');|according to group size, |speaking clearly and coherently and at appropriate |
| | |personal response to |adjectives (for example 'It's a |formality of interaction and |length, acknowledging and extending the contributions |
| | |different texts |possible/probable/certain solution'); and |needs and expertise of the |of others, asking pertinent questions and answering |
| | |(ACELT1615) R |nouns (for example 'It's a |audience (ACELY1816) L&S |others’ questions |
| | | |possibility/probability.') | |choosing vocabulary and spoken text and sentence |
| | | | | |structures for particular purposes and audiences, |
| | | | | |adapting language choices to meet the perceived |
| | | | | |audience needs, such as recounting an excursion to a |
| | | | | |younger class or welcoming a visitor to a school |
| | | | | |function |
| | | | | |experimenting with voice effects for different |
| | | | | |audiences and purposes, such as tone, volume, pitch |
| | | | | |and pace, recognising the effects these have on |
| | | | | |audience understanding and engagement |
| |Text Structure and Organisation | | | | |
| | | |Examining Literature | | |
|Text cohesion |noting how writers often leave out words that have already| | |Oral presentations |using technologies to collaboratively prepare a |
|Understand that cohesive |been mentioned (for example 'Tina ate three apples and | | |Plan, rehearse and deliver |humorous, dynamic group view on a debatable topic, |
|links can be made in texts|Simon ate two. [apples]’) | | |presentations, selecting and |such as ‘Kids should be allowed to read and view what |
|by omitting or replacing |noting how writers often substitute a general word for a | | |sequencing appropriate content |they like,’ to be presented to teachers and parents |
|words (ACELA1520) W |more specific word already mentioned, thus creating a | | |and multimodal elements for | |
| |cohesive link between the words (for example 'Look at | | |defined audiences and purposes,| |
| |those apples. Can I have one?') | | |making appropriate choices for | |
| |recognising how cohesion can be developed through | | |modality and emphasis | |
| |repeating key words or by using synonyms or antonyms | | |(ACELY1710) L&S | |
| |observing how relationships between concepts can be | | | | |
| |represented visually through similarity, contrast, | | | | |
| |juxtaposition, repetition, class-subclass diagrams, | | | | |
| |part-whole diagrams, cause-and-effect figures, visual | | | | |
| |continuities and discontinuities | | | | |
| | |Language devices in |identifying how language choice and | | |
| | |literacy text including |imagery build emotional connection and | | |
| | |figurative language |engagement with the story or theme | | |
| | |Identify the |describing how a character’s experience | | |
| | |relationship between |expressed through a verse novel impacts on| | |
| | |words, sounds, imagery |students personally, how the author | | |
| | |and language patterns in|controls the revelation of the experiences| | |
| | |narratives and poetry |and how the verse story builds meaning to | | |
| | |such as ballads, |its climax when we understand the whole | | |
| | |limericks and free verse| | | |
| | |(ACELT1617) R | | | |
| | | | | |Interpreting, Analysing and Evaluating |
|Punctuation |identifying different uses of commas in texts | |Creating Literature |Reading processes |bringing subject and technical vocabulary and concept |
|Understand the uses of | | | |Select, navigate and read texts|knowledge to new reading tasks, selecting, evaluating |
|commas to separate clauses| | | |for a range of purposes, |and using texts for their pertinence to the task and |
|(ACELA1521) W | | | |applying appropriate text |the accuracy of their information |
| | | | |processing strategies and |using word identification, self-monitoring and |
| | | | |interpreting structural |self-correcting strategies |
| | | | |features, for example table of |using research skills including identifying research |
| | | | |contents, glossary, chapters, |purpose, locating texts, gathering and organising |
| | | | |headings and subheadings |information, evaluating and using information |
| | | | |(ACELY1712) R |identifying and using texts for a wide range of |
| | | | | |purposes, selecting texts by favourite authors and |
| | | | | |trying new ones |
| |Expressing and Developing Ideas | | | | |
| | | | |Comprehension strategies |making connections between the text and students’ own |
| | | | |Use comprehension strategies to|experience or other texts |
| | | | |interpret and analyse |making connections between information in print and |
| | | | |information and ideas, |images |
| | | | |comparing content from a |finding specific literal information |
| | | | |variety of textual sources |using prior knowledge and textual information to make |
| | | | |including media and digital |inferences and predictions |
| | | | |texts (ACELY1713) R |asking and answering questions |
| | | | | |finding the main idea of a text |
| | | | | |summarising a text or part of a text |
| | | | | | |
|Word level grammar |knowing that verbs often represent actions and that the | | |Analysing and evaluating texts |identify how authors use language to position the |
|Understand how ideas can |choice of more expressive verbs makes an action more vivid| | |Analyse strategies authors use |reader and give reasons |
|be expanded and sharpened |(for example 'She ate her lunch' compared to 'She gobbled | | |to influence readers | |
|through careful choice of |up her lunch') | | |(ACELY1801) R | |
|verbs, elaborated tenses |knowing that adverbials can provide important details | | | | |
|and a range of adverb |about an action (for example 'At nine o'clock the buzzer | | | | |
|groups/phrases (ACELA1523)|rang loudly throughout the school.') | | | | |
| |knowing the difference between the simple present tense | | | | |
| |(for example 'Pandas eat bamboo.') and the simple past | | | | |
| |tense (for example 'She replied.') | | | | |
| |knowing that the simple present tense is typically used to| | | | |
| |talk about actions that happen regularly in the present | | | | |
| |(for example 'He watches TV every night.') or that | | | | |
| |represent 'timeless' actions, as in information reports | | | | |
| |(for example 'Bears hibernate in winter.') | | | | |
| |knowing that there are various ways in English to refer to| | | | |
| |future time (for example 'She will call you tomorrow'; 'I | | | | |
| |am going to the movies tomorrow'; 'Tomorrow I leave for | | | | |
| |Hobart') | | | | |
| | | | | |Creating Texts |
|Visual Language |observing how sequential events can be represented | | |Editing |editing for coherence, sequence, effective choice of |
|Identify and explain how |visually by a series of images, including comic strips, | | |Reread and edit students’ own |vocabulary, opening devices, dialogue and description,|
|analytical images like |timelines, photo stories, procedure diagrams and | | |and others’ work using agreed |humour and pathos, as appropriate to the task and |
|figures, tables, diagrams,|flowcharts, life-cycle diagrams, and the flow of images in| | |criteria and explaining editing|audience |
|maps and graphs contribute|picture books | | |choices (ACELY1715) | |
|to our understanding of |observing how concepts, information and relationships can | | | | |
|verbal information in |be represented visually through such images as tables, | | | | |
|factual and persuasive |maps, graphs, diagrams, and icons | | | | |
|texts (ACELA1524) R | | | | | |
| | | | |Handwriting |using handwriting efficiently as a tool for a wide |
| | | | |Develop a handwriting style |range of formal and informal text creation tasks |
| | | | |that is legible, fluent and | |
| | | | |automatic and varies according | |
| | | | |to audience and purpose | |
| | | | |(ACELY1716) W | |
|Vocabulary |identifying (for example from reviews) the ways in which | | | | |
|Investigate how vocabulary|evaluative language is used to assess the qualities of the| | | | |
|choices, including |various aspects of the work in question | | | | |
|evaluative language can | | | | | |
|express shades of meaning,| | | | | |
|feeling and opinion | | | | | |
|(ACELA1525) W | | | | | |
|Spelling |adopting a range of spelling strategies to recall and | | |Use of Software |selecting and combining software functions as needed |
|Understand how to use |attempt to spell new words | | |Use a range of software, |to create texts |
|banks of known words, word|using a dictionary to correct students’ own spelling | | |including word processing | |
|origins, base words, | | | |programs, learning new | |
|suffixes and prefixes, | | | |functions as required to create| |
|morphemes, spelling | | | |texts (ACELY1717) W | |
|patterns and | | | | | |
|generalisations to learn | | | | | |
|and spell new words, for | | | | | |
|example technical words | | | | | |
|and words adopted from | | | | | |
|other languages | | | | | |
|(ACELA1526) W | | | | | |
Year 7 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | | | |Interacting With Others |
| | | |Responding to Literature | | |
|Evaluative Language |defending points of view in reading circle discussions | | |Listening and Speaking |participating in pair, group, class, school and |
|Understand how language is|responding to points of view by developing and elaborating| | |interactions (skills) |community speaking and listening situations, including|
|used to evaluate texts and|on others’ responses | | |Use interaction skills when |informal conversations, discussions, debates and |
|how evaluations about a |building a knowledge base about words of evaluation, | | |discussing and presenting ideas|presentations |
|text can be substantiated |including words to express emotional responses to texts, | | |and information, selecting body|using effective strategies for dialogue and discussion|
|by reference to the text |judgment of characters and their actions, and appreciation| | |language, voice qualities and |in range of formal and informal contexts, including |
|and other sources |of the aesthetic qualities of text | | |other elements, (for example |speaking clearly and coherently and at appropriate |
|(ACELA1782) R | | | |music and sound) to add |length, clarifying and rephrasing comments of others |
| | | | |interest and meaning |choosing vocabulary and spoken text and sentence |
| | | | |(ACELY1804) L&S |structures for particular purposes and audiences, |
| | | | | |adapting language choices to meet the perceived |
| | | | | |audience needs, such as debating a topic with a team |
| | | | | |from another school, introducing a speaker at a school|
| | | | | |function |
| | | | | |selecting voice effects for different audiences and |
| | | | | |purposes, such as tone, volume, pitch and pace, |
| | | | | |recognising the effects these have on audience |
| | | | | |understanding and engagement |
| |Text Structure and Organisation |Expressing preferences|identifying stereotypes, prejudice and | | |
| | |and evaluating texts |oversimplifications in texts | | |
| | |Compare the ways that |exploring ethical issues in literary texts | | |
| | |language and images |drawing on a range of examples from the | | |
| | |are used to create |texts to illustrate and substantiate the | | |
| | |character, and to |views expressed | | |
| | |influence emotions and| | | |
| | |opinions in different | | | |
| | |types of texts | | | |
| | |(ACELT1621) R | | | |
|Purpose audience and |learning about the structure of the book or film review | | | | |
|structures of different |and how it moves from context description to text summary | | | | |
|types of texts |and then to a text judgment | | | | |
|Understand and explain how| | | | | |
|the text structures and | | | | | |
|language features of texts| | | | | |
|become more complex in | | | | | |
|informative and persuasive| | | | | |
|texts and identify | | | | | |
|underlying structures such| | | | | |
|as taxonomies, cause and | | | | | |
|effect, and extended | | | | | |
|metaphors (ACELA1531) R | | | | | |
| | |Discuss aspects of |No elaborations |Oral presentations |preparing a presentation combining print, visual and |
| | |texts, for example | |Plan, rehearse and deliver |audio elements to explore and interpret ideas, drawing|
| | |their aesthetic and | |presentations, selecting and |on knowledge and research about perspectives different|
| | |social value, using | |sequencing appropriate content |from students’ own |
| | |relevant and | |and multimodal elements to | |
| | |appropriate | |promote a point of view or | |
| | |metalanguage | |enable a new way of seeing | |
| | |(ACELT1803) R | |(ACELY1720) L&S | |
|Text cohesion |analysing the structure of media texts such as television | | | | |
|Understand that the |news items and broadcasts and various types of newspaper | | | | |
|coherence of more complex |and magazine articles | | | | |
|texts relies on devices |writing structured paragraphs for use in a range of | | | | |
|that signal text structure|academic settings such as paragraph responses, reports and| | | | |
|and guide readers, for |presentations | | | | |
|example overviews, initial| | | | | |
|and concluding paragraphs | | | | | |
|and topic sentences, | | | | | |
|indexes or site maps or | | | | | |
|breadcrumb trails for | | | | | |
|online texts (ACELA1763) W| | | | | |
| | | |Examining Literature | | |
|Punctuation |discussing how qualifying statements add meaning to | | |Reading processes |identifying cause and effect in explanations and how |
|Understand the use of |opinions and views in spoken texts | | |Use prior knowledge and text |these are used to convince an audience of a course of |
|punctuation to support | | | |processing strategies to |action |
|meaning in complex | | | |interpret a range of types of |inferring the tone and emotional intent of a character|
|sentences with | | | |texts (ACELY1722) R |in dialogue in a narrative |
|prepositional phrases and | | | | | |
|embedded clauses | | | | | |
|(ACELA1532) W | | | | | |
| |Expressing and Developing Ideas |Language devices in |experiencing the sound and rhythm of poetry |Comprehension strategies |No elaborations |
| | |literacy text |and using metalanguage, for example |Use comprehension strategies to| |
| | |including figurative |‘refrain’, ‘chant’ to discuss the layers of |interpret, analyse and | |
| | |language |meaning that are created |synthesise ideas and | |
| | |Understand, interpret | |information, critiquing ideas | |
| | |and discuss how | |and issues from a variety of | |
| | |language is compressed| |textual sources (ACELY1723) R | |
| | |to produce a dramatic | | | |
| | |effect in film or | | | |
| | |drama, and to create | | | |
| | |layers of meaning in | | | |
| | |poetry, for example | | | |
| | |haiku, tankas, | | | |
| | |couplets, free verse | | | |
| | |and verse novels | | | |
| | |(ACELT1623) R | | | |
| | | | |Analysing and evaluating texts |No elaborations |
| | | | |Compare the text structures and| |
| | | | |language features of multimodal| |
| | | | |texts, explaining how they | |
| | | | |combine to influence audiences | |
| | | | |(ACELY1724) R | |
|Word level grammar |observing and discussing how a sense of certainty, | |Creating Literature | | |
|Understand how modality is|probability and obligation is created in texts | | | | |
|achieved through | | | | | |
|discriminating choices in | | | | | |
|modal verbs, adverbs, | | | | | |
|adjectives and nouns | | | | | |
|(ACELA1536) | | | | | |
|Visual Language |comparing choices for point of view in animations, | | | | |
|Analyse how point of view |advertisements and other persuasive texts | | | | |
|is generated in visual |comparing how different advertisements use visual elements| | | | |
|texts by means of choices,|to advertise the same product | | | | |
|for example gaze, angle |experimenting with digital storytelling conventions to | | | | |
|and social distance |create personal reflections on shared experiences | | | | |
|(ACELA1764) R | | | | | |
|Vocabulary |No elaborations |Experimentation and |experimenting with different narrative |Editing |using collaborative technologies to jointly construct |
|Investigate vocabulary | |adaptation |structures such as the epistolary form, |Edit for meaning by removing |and edit texts |
|typical of extended and | |Experiment with text |flashback, multiple perspectives |repetition, refining ideas, | |
|more academic texts and | |structures and |transforming familiar print narratives into |reordering sentences and adding| |
|the role of abstract | |language features and |short video or film narratives, drawing on |or substituting words for | |
|nouns, classification, | |their effects in |knowledge of the type of text and possible |impact (ACELY1726) W | |
|description and | |creating literary |adaptations necessary to a new mode | | |
|generalisation in building| |texts, for example, |drawing on literature and life experiences | | |
|specialised knowledge | |using rhythm, sound |to create a poem, for example ballad, series| | |
|through language | |effects, monologue, |of haiku | | |
|(ACELA1537) R | |layout, navigation and| | | |
| | |colour (ACELT1805) W | | | |
| | | | |Handwriting |No elaborations |
| | | | |Consolidate a personal | |
| | | | |handwriting style that is | |
| | | | |legible, fluent and automatic | |
| | | | |and supports writing for | |
| | | | |extended periods (ACELY1727) W | |
|Spelling |No elaborations | | |Use of Software |understanding conventions associated with particular |
|Understand how to use | | | |Use a range of software, |kinds of software and using them appropriately, for |
|spelling rules and word | | | |including word processing |example synthesising information and ideas in dot |
|origins, for example Greek| | | |programs, to confidently |points and sequencing information in presentations or |
|and Latin roots, base | | | |create, edit and publish |timing scenes in animation |
|words, suffixes, prefixes,| | | |written and multimodal texts | |
|spelling patterns and | | | |(ACELY1728) W | |
|generalisations to learn | | | | | |
|new words and how to spell| | | | | |
|them (ACELA1539) W | | | | | |
Year 8 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction |Explore the |identifying and describing the ways films | |Interacting With Others |
| | |interconnectedness of Country|suggest Country/Place and Identity through | | |
| | |and Place, People, Identity |language features such as image, soundtrack | | |
| | |and Culture in texts |and narrative control | | |
| | |including those by Aboriginal|selecting aspects of a text related to Country| | |
| | |and Torres Strait Islander |and Place, People, Identity and Culture and | | |
| | |authors (ACELT1806) R |adapt it for a new context, noting if changes | | |
| | | |in one aspect will result in changes in | | |
| | | |another | | |
| | | |explaining how individual interpretations of | | |
| | | |these aspects are influenced by students’ own | | |
| | | |knowledge, values and cultural assumptions | | |
|Evaluative Language |identifying and evaluating examples of how rhetorical| | | | |
|Understand how rhetorical |devices reveal the dark or serious aspects of a | | | | |
|devices are used to persuade|topic in ways that cause laughter or amusement, for | | | | |
|and how different layers of |example by making a statement but implying/meaning | | | | |
|meaning are developed |the opposite (irony); exaggerating or overstating | | | | |
|through the use of metaphor,|something (hyperbole); imitating or sending up | | | | |
|irony and parody (ACELA1542)|something (parody), and making something appear less | | | | |
|R |serious than it really is (understatement) | | | | |
| | | |Responding to Literature |Listening and Speaking |participating in pair, group, class, school and |
| | | | |interactions (skills) |community speaking and listening situations, |
| | | | |Use interaction skills for |including informal conversations, discussions, |
| | | | |identified purposes, |debates and presentations |
| | | | |using voice and language |using effective strategies for dialogue and |
| | | | |conventions to suit |discussion in range of formal and informal |
| | | | |different situations, |contexts, including speaking clearly and coherently|
| | | | |selecting vocabulary, |and at appropriate length, asking questions about |
| | | | |modulating voice and using |stated and implied ideas, and restating and |
| | | | |elements such as |summarising main ideas |
| | | | |music, images and sound for |choosing vocabulary and spoken text and sentence |
| | | | |specific effects |structures for particular purposes and audiences, |
| | | | |(ACELY1808) L&S |such as debating a topic with a team from another |
| | | | | |school, creating a voiceover for a media |
| | | | | |presentation, and adapting language choices such as|
| | | | | |use of similes, metaphors and personification, to |
| | | | | |meet perceived audience needs |
| | | | | |selecting voice effects, such as tone, volume, |
| | | | | |pitch and pace, with particular attention to the |
| | | | | |effects these may have on audience reaction and |
| | | | | |acceptance of the ideas presented |
| |Text Structure and Organisation |Expressing preferences and |recognising the similarities and differences | | |
| | |evaluating texts |between types of texts (for example a complex | | |
| | |Understand and explain how |picture book and a feature film) in order to | | |
| | |combinations of words and |understand how different combinations of words| | |
| | |images in texts are used to |and images lead readers to interpret visual | | |
| | |represent particular groups |texts in particular ways, according to | | |
| | |in society, and how texts |audience, purpose and context | | |
| | |position readers in relation | | | |
| | |to those groups (ACELT1628) R| | | |
|Purpose audience and |discussing how particular perspectives of the same | | | | |
|structures of different |event are portrayed through the combination of | | | | |
|types of texts |images and words in various media texts | | | | |
|Analyse how the text | | | | | |
|structures and language | | | | | |
|features of persuasive | | | | | |
|texts, including media | | | | | |
|texts, vary according to the| | | | | |
|medium and mode of | | | | | |
|communication (ACELA1543) R| | | | | |
|Text cohesion |writing paragraphs of extended length that explain |Recognise and explain |l analysing arguments for and against a | | |
|Understand how cohesion in |and substantiate a particular personal viewpoint |differing viewpoints about |particular issue in current community debates | | |
|texts is improved by | |the world, cultures, |and justifying a personal stance | | |
|strengthening the internal | |individual people and | | | |
|structure of paragraphs | |concerns represented in texts| | | |
|through the use of | |(ACELT1807) R | | | |
|examples, quotations and | | | | | |
|substantiation of claims | | | | | |
|(ACELA1766) R | | | | | |
| | | | |Oral presentations |creating texts that express views and values other |
| | | | |Plan, rehearse and deliver |than students’ own |
| | | | |presentations, |researching subject matter on social issues and/or |
| | | | |selecting and sequencing |relationships and presenting ideas in particular |
| | | | |appropriate content, |ways to appeal to different audiences |
| | | | |including multimodal | |
| | | | |elements, to reflect a | |
| | | | |diversity of viewpoints | |
| | | | |(ACELY1731) L&S | |
| |interpreting complex sentence structures through | |Examining Literature | |Interpreting, Analysing, Evaluating |
|Understand how coherence is |reading aloud literary texts such as sonnets or plays| | | | |
|created in complex texts |using cohesive devices when writing complex texts | | | | |
|through devices like lexical| | | | | |
|cohesion, ellipsis, | | | | | |
|grammatical theme and text | | | | | |
|connectives (ACELA1809) W | | | | | |
|Punctuation |creating dialogue in drama showing interruptions, | | | | |
|Understand the use of |asides and pauses for effect | | | | |
|punctuation conventions, | | | | | |
|including colons, | | | | | |
|semicolons, dashes and | | | | | |
|brackets in formal and | | | | | |
|informal texts (ACELA1544) W| | | | | |
| | | | |Reading processes |identifying the meaning of a wide range of words, |
| | | | |Apply increasing knowledge of|including technical and literary language in |
| | | | |vocabulary, text structures |various contexts |
| | | | |and language features to |using print and digital/online thesauruses and |
| | | | |understand the content of |dictionaries of synonyms, antonyms and homonyms and|
| | | | |texts (ACELY1733) R |subject specific dictionaries |
| |Expressing and Developing Ideas | | | | |
| | | | |Comprehension strategies |reflecting on content by connecting and comparing |
| | | | |Use comprehension strategies |information found in a text to knowledge sourced |
| | | | |to interpret and evaluate |elsewhere |
| | | | |texts by reflecting on the |determining and applying criteria for evaluating |
| | | | |validity of content and the |the credibility of a website |
| | | | |credibility of sources, |explaining whether the author conveys meaning |
| | | | |including finding evidence in|adequately, particularly in distinguishing fact |
| | | | |the text for the author’s |from opinion |
| | | | |point of view (ACELY1734) R | |
| | |Language devices in literacy |understanding that tone (serious, bitter, | | |
| | |text including figurative |sincere, amused) indicates attitude to the | | |
| | |language |subject and to readers/listeners, who can | | |
| | |Identify and evaluate devices|identify or judge tone through past experience| | |
| | |that create tone, for example|and language clues in the text | | |
| | |humour, wordplay, innuendo | | | |
| | |and parody in poetry, | | | |
| | |humorous prose, drama or | | | |
| | |visual texts (ACELT1630) R | | | |
|Word level grammar |analysing formal and persuasive texts to identify and| | | | |
|Understand the effect of |explain language choices such as nominalisation | | | | |
|nominalisation in the | | | | | |
|writing of informative and | | | | | |
|persuasive texts (ACELA1546)| | | | | |
|W | | | | | |
| | |Interpret and analyse |select an aspect of a text such as a sentence |Analysing and evaluating |comparing representations of different social |
| | |language choices, including |pattern or an image or word and adapt it for a|texts |groups in texts drawn from different modes and |
| | |sentence patterns, dialogue, |new context explaining how the change will |Explore and explain the ways |media, for example comparing contemporary |
| | |imagery and other language |affect meaning |authors combine different |representations of homeless people with romantic |
| | |features, in short stories, | |modes and media in creating |representations of the swagman and the impact of |
| | |literary essays and plays | |texts, and the impact of |these representations on the audience |
| | |(ACELT1767) R | |these choices on the | |
| | | | |viewer/listener (ACELY1735) R| |
|Visual Language |comprehending a series of static images and | | | | |
|Investigate how visual and |combinations of language and images in a picture | | | | |
|multimodal texts allude to |book, for example title, setting, characters, | | | | |
|or draw on other texts or |actions, as well as technical elements including | | | | |
|images to enhance and layer |position, size, colour, angle, framing, point of view| | | | |
|meaning (ACELA1548) R |analysing the relationship between visual elements | | | | |
| |and text in nonfiction texts such as documentaries, | | | | |
| |television news, online newspapers and digital | | | | |
| |magazines | | | | |
|Vocabulary |experimenting with vocabulary choices in a range of | | | | |
|Recognise that vocabulary |written and spoken texts and assessing the different | | | | |
|choices contribute to the |effects these choices generate | | | | |
|specificity, abstraction and| | | | | |
|style of texts (ACELA1547) R| | | | | |
| | | | | | |
Year 9 English Planner School: __________________________________ Date: ___________________
|Language |Literature |Literacy |
| |Language Variation and Change | |Literature and Context | |Texts in Context |
| |Language For Interaction | | | | |
|Language for social |identifying the various communities to which | | | | |
|interaction Understand |students belong and how language reinforces | | | | |
|that roles and |membership of these communities (the intimate | | | | |
|relationships are |language of family members, the jargon of | | | | |
|developed and challenged |teenage groups, the technicality of some online| | | | |
|through language and |communities, the language specific to | | | | |
|interpersonal skills |recreational groups, the interaction patterns | | | | |
|(ACELA1551) L&S |of the classroom, the commonalities in migrant | | | | |
| |and cultural groups) | | | | |
|Evaluative Language |comparing texts that use evaluative language in| | | | |
|Investigate how evaluation|different ways – print advertisements, | | | | |
|can be expressed directly |editorials, talkback radio and poetry – and | | | | |
|and indirectly using |identifying wordings that appraise things | | | | |
|devices, for example |indirectly, through evocative language, similes| | | | |
|allusion, evocative |and metaphors that direct the views of the | | | | |
|vocabulary and metaphor |readers in particular ways | | | | |
|(ACELA1552) R | | | | | |
| | | | | |Interacting With Others |
| | | |Responding to Literature | | |
| |Text Structure and Organisation | | | | |
|Purpose audience and |experimenting with ways to present personal | | | | |
|structures of different |viewpoints through innovating with texts | | | | |
|types of texts | | | | | |
|Understand that authors | | | | | |
|innovate with text | | | | | |
|structures and language | | | | | |
|for specific purposes and | | | | | |
|effects (ACELA1553) R | | | | | |
| | |Expressing preferences and |reflecting on and discussing responses to | | |
| | |evaluating texts |literature including plot events, setting | | |
| | |Reflect on, discuss and |details, characterisation, themes, structure | | |
| | |explore notions of literary |and language devices used to achieve | | |
| | |value and how and why such |particular effects, and collaboratively | | |
| | |notions vary according to |formulating a list of factors that | | |
| | |context (ACELT1634) L&S |characterise merit | | |
| | | |discussing, debating and evaluating the | | |
| | | |cinematic qualities and success of a film or | | |
| | | |new versions of a film | | |
| | | |exploring the ways that context has shaped the| | |
| | | |representation of particular cultures, such as| | |
| | | |through the analysis of differing viewpoints | | |
| | | |in texts about different cultures or by | | |
| | | |comparing the ways texts from different | | |
| | | |periods reveal differences in viewpoints (for | | |
| | | |example differences in the portrayal of | | |
| | | |migrants in traditional and more contemporary | | |
| | | |literature) | | |
| | | | |Listening and Speaking |participating in pair, group, class, school and |
| | | | |interactions (skills) |community speaking and listening situations, including |
| | | | |Use interaction skills to |informal conversations, discussions, debates and |
| | | | |present and discuss an idea and|presentations |
| | | | |to influence and engage an |using effective strategies for dialogue and discussion |
| | | | |audience by selecting |in a range of formal and informal contexts, including |
| | | | |persuasive language, varying |speaking clearly and coherently and at appropriate |
| | | | |voice tone, pitch, and pace, |length, presenting a point of view and listening to |
| | | | |and using elements such as |other viewpoints, and negotiating an agreed position on |
| | | | |music and sound effects |an issue |
| | | | |(ACELY1811) L&S |choosing vocabulary, spoken text and sentence structures|
| | | | | |for particular purposes and audiences, such as debating |
| | | | | |a topic with a team from another school, creating a |
| | | | | |voiceover for a media presentation, and adapting |
| | | | | |language choices such as use of similes, metaphors and |
| | | | | |personification to meet the perceived audience needs |
| | | | | |selecting voice effects such as tone, volume, pitch and |
| | | | | |pace for their specific effects, such as putting forward|
| | | | | |a point of view or attempting to persuade an audience to|
| | | | | |a course of action |
|Text cohesion |sequencing and developing an argument using | | | | |
|Compare and contrast the |basic language structures that suggest | | | | |
|use of cohesive devices in|conclusions (‘therefore’, ‘thus’ and ‘s o’) or | | | | |
|texts, focusing on how |give reasons (‘since’, ‘because’) or suggest | | | | |
|they serve to signpost |conditionals (‘if’… ‘then’) | | | | |
|ideas, to make connections| | | | | |
|and to build semantic | | | | | |
|associations between | | | | | |
|ideas (ACELA1770) R | | | | | |
|Punctuation |experimenting with the use of colons and | | | | |
|Understand how punctuation|semicolons in expositions and other extended | | | | |
|is used along |writing to improve precision and clarity of | | | | |
|with layout and font |expression | | | | |
|variations in constructing|investigating instances of colons and | | | | |
|texts for different |semicolons in expository texts and discuss | | | | |
|audiences and purposes |their uses in elaborating on and clarifying | | | | |
|(ACELA1556) W |ideas in complex sentences | | | | |
| | |Explore and reflect on |establishing a wide reading list on a |Oral presentations |using graphics and text animations to accompany spoken |
| | |personal understanding of the|particular issue based on personal preference |Plan, rehearse and deliver |text, for example presenting a news item suitable for a |
| | |world and significant human |and establishing reasons for the inclusion of |presentations, |current affairs program that aligns image to spoken |
| | |experience gained from |these texts |selecting and sequencing |text, or establishing humour by creating a disjunct |
| | |interpreting various | |appropriate content and |between sound, image and spoken text |
| | |representations of life | |multimodal elements for | |
| | |matters in texts (ACELT1635) | |aesthetic and playful purposes | |
| | |R | |(ACELY1741) L&S | |
| |Expressing and Developing Ideas | |Examining Literature | |Interpreting, Analysing and Evaluating |
|Word level grammar |exploring sections of academic and technical | | | | |
|Understand how certain |texts and analysing the use of abstract nouns | | | | |
|abstract nouns can be used|to compact and distil information, structure | | | | |
|to summarise preceding or |argument and summarise preceding explanations | | | | |
|subsequent stretches of | | | | | |
|text (ACELA1559) W | | | | | |
| | |Language devices in literacy |identifying examples of language devices in a | | |
| | |text including figurative |range of poems, ballads or poetic extracts, | | |
| | |language |and considering how their use adds to meaning | | |
| | |Investigate and experiment |and may also influence the emotional responses| | |
| | |with the use and effect of |of listeners or readers, in varying ways | | |
| | |extended metaphor, metonymy, |exploring how language devices look or sound | | |
| | |allegory, icons, myths and |in written or spoken texts, how they can be | | |
| | |symbolism in texts, for |identified, purposes they serve and what | | |
| | |example poetry, short films, |effect they might have on how the audience | | |
| | |graphic novels, and plays on |responds | | |
| | |similar themes (ACELT1637) R |taking a particular area of study, a topic or | | |
| | | |theme and examining how different authors | | |
| | | |make use of devices like myth, icons and | | |
| | | |imagery in their work | | |
|Visual Language |investigating the use of symbols, for example | | | | |
|Analyse and explain the |the flag, the digger’s hat and the Southern | | | | |
|use of symbols, icons and |Cross in images, films and picture books, and | | | | |
|myth in still and moving |evaluating their contribution to viewers’ | | | | |
|images and how these |understanding of issues, for example national | | | | |
|augment meaning |identity, recognising that visual and verbal | | | | |
|(ACELA1560) R |symbols have different meanings for different | | | | |
| |groups | | | | |
|Vocabulary |comparing and contrasting vocabulary choices in|Analyse text structures and |evaluating the effect on readers of text |Reading processes |predicting meanings of unfamiliar words by using |
|Identify how vocabulary |informative and narrative texts, considering |language features of literary|structures and language features of a literary|Apply an expanding vocabulary |morphographic patterns |
|choices contribute to |how they are used to create precise |texts, and make relevant |text and comparing these with other texts |to read increasingly complex | |
|specificity, abstraction |information, abstract ideas and/or stylistic |comparisons with other texts |by comparing texts, writing or speaking about |texts with fluency and | |
|and stylistic |interpretations of texts |(ACELT1772) R |how well the author constructed the opening |comprehension (ACELY1743) R | |
|effectiveness (ACELA1561) |identifying examples of acronyms, | |and closing sections of the text and used | | |
|R |abbreviations and proprietary words which are | |‘hooks’ to keep the reader/viewer/listener | | |
| |used creatively in texts | |engaged and reading on/watching/listening to | | |
| | | |the end | | |
| | | | |Comprehension strategies |evaluating techniques used to construct plot and create |
| | | | |Use comprehension strategies to|emotional responses, for example comparison, contrast, |
| | | | |interpret and analyse texts, |exaggeration, juxtaposition, the changing of |
| | | | |comparing and evaluating |chronological order, or the expansion and compression of|
| | | | |representations of an event, |time |
| | | | |issue, situation or character | |
| | | | |in different texts (ACELY1744) | |
| | | | |R | |
|Spelling |No elaborations | | | | |
|Understand how spelling is| | | | | |
|used creatively in texts | | | | | |
|for particular effects, | | | | | |
|for example | | | | | |
|characterisation and | | | | | |
|humour and to represent | | | | | |
|accents and styles of | | | | | |
|speech (ACELA1562) R | | | | | |
| | | |Creating Literature | | |
| | | | |Analysing and evaluating texts |identifying or commenting on the author's approaches and|
| | | | |Explore and explain the |use of techniques, design, form and style |
| | | | |combinations of language and | |
| | | | |visual choices that authors | |
| | | | |make to present information, | |
| | | | |opinions and perspectives in | |
| | | | |different texts (ACELY1745) R | |
| | |Experimentation and |making language choices and choosing | | |
| | |adaptation |particular language devices to achieve | | |
| | |Experiment with the ways that|intended effects, for example building in a | | |
| | |language features, image and |surprise or twist in the ending of a short | | |
| | |sound can be adapted in |story or final scene of a film | | |
| | |literary texts, for example |taking an existing short story, poem, play or | | |
| | |the effects of stereotypical|speech in print form and creating a short | | |
| | |characters and settings, the |visual text which is accompanied by a sound | | |
| | |playfulness of humour and pun|track containing music and sound effects, and | | |
| | |and the use of hyperlink |which is intended to amuse audiences who are | | |
| | |(ACELT1638) W |familiar with the original text | | |
| | | |creating written interpretations of | | |
| | | |traditional and contemporary literature which | | |
| | | |employs devices like metaphor, symbol, | | |
| | | |allegory and myth, and evaluating the | | |
| | | |contribution of these devices to the | | |
| | | |interpretation of the text | | |
| | | |creating written interpretations of | | |
| | | |traditional and contemporary poetry (for | | |
| | | |example sonnets and contemporary song lyrics) | | |
| | | |focusing on their use of symbol, myth, icons | | |
| | | |and imagery | | |
| | | | | |Creating Texts |
| | | | |Editing |checking for run on sentences, eliminating unnecessary |
| | | | |Review and edit students’ own |detail or repetition, and providing clear introductory |
| | | | |and others’ texts to improve |and concluding paragraphs |
| | | | |clarity and control over | |
| | | | |content, organisation, | |
| | | | |paragraphing, sentence | |
| | | | |structure, vocabulary and | |
| | | | |audio/visual features | |
| | | | |(ACELY1747) W | |
| | | | |Use of Software |applying word processing functions, for example |
| | | | |Use a range of software, |outlining, standard styles and indexing |
| | | | |including word processing | |
| | | | |programs, flexibly and | |
| | | | |imaginatively to publish texts | |
| | | | |(ACELY1748) W | |
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