Overview of program

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Programming for Literacy

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YEAR

EXPLORING TEXTS

SPEAKING AND LISTENING

LANGUAGE- WORDS

LANGUAGE-TEXT STRUCTURES

READING SKILLS

CREATING TEXTS

Year 1

Repetition and contrast 448

Narrative and information 453

Character creation 581

Plot, characters and setting 584

Cultural Texts 655

Imaginative, Informative, Persuasive 658

Language part of communication 444

Aspects of questioning 446

Discuss characters, events and preferences 582

Share personal preference 583

Join conversations and discussions 656

Use interaction skills 788

Listen to, recite and perform poems etc 585

Communication can be by sign and symbol 443

Ways to express feelings 787

Words to suit contexts 454

Morpheme families 455

Sounds inside words 457

Recognise sound-letter matches 458

Variability of sound-letter matches 459

Letter clusterings and high- frequency words 778

Purpose of text structures 447

Purposes of punctuation 449

Text and screen organisation 450

Action and participants in sentences 451

Nouns, verbs, adjectives and adverbs 452

Read to develop skills 659

Find meaning 660

Recreate texts imaginatively 586

Make presentations 657

Create texts 661

Begin self-editing 662

Write unjoined letters 663

Create texts using software 664

Year 2

Emotive language in texts 462

Purposes of text structures 463

Visuals match word meaning? 469

Characters reflect Origin 587

Characters, events and settings 589

Entertaining text aspects and preferences 590

Characters, settings and plots 591

Text similarities and differences 665

Audience of different texts 668

Language suits different audiences, purposes, contexts and cultures 460

Language suited to roles and settings 461

Listen for purpose and extension 666

Use conventions in interaction 789

Use known and new words for purpose 470

Use syllables to spell new words 471

Common prefixes and suffixes 472

Recognise most sound-letter matches 474

Word patterns 592

How texts build 464

Proper nouns and commas 465

Layouts, alphabetical order and diagrams 466

Compound sentences 467

Building on nouns 468

Monitoring meaning, predicting and rereading 669

Literal and inferred meaning and beginning analysis 670

Create events and characters 593

Rehearse and deliver presentations 667

Create texts for audience and purpose 671

Edit for spelling, punctuation and structure 672

Legibly and with growing fluency 673

Construct texts using software 674

Year 3

Forceful language 477

Text type language 478

Same story in different situations 594

Personal connection 596

Preference criteria 598

Settings and their purpose 599

Poetic devices 600

Points of view 675

Audience and purpose 678

Cultural language differences 475

Social conventions 476

Express opinions 484

Share and negotiate 676

Tone, pace, pitch and volume skills 792

Spelling strategies 485

High-frequency words 486

Paragraphs 479

Apostrophes 480

Clause 481

Verbs and tense 482

Visual techniques 483

Online navigation features 790

Use processing strategies 679

Build meaning 680

Use visual features 601

Presentations in logical sequence 677

Plan, draft and publish 682

Reread and edit 683

Join letters 684

Use software 685

Adapt features from texts 791

Year 4

Opinion and fact 489

Complexity depends on type 490

Choices of images 496

Different authors similar texts 602

How to make stories exciting 605

Literary devices 606

Early and contemporary language 686

Features for purpose 690

Features of online texts 793

English is influenced by languages 487

Social interactions 488

Share experiences 603

Use metalanguage 604

Key points and note-taking 687

Interaction skills 688

Use spelling strategies 779

Homophones in context 780

Linking devices 491

Quotation marks 492

Nouns and verbs groups 493

Direct and indirect speech 494

Adverbials 495

Use processing strategies 691

Build meaning 692

Use new vocabulary 498

Own experiences and imaginary characters 607

Plan, draft and publish texts 694

Edit for meaning 695

Fluent joined letters 696

Use software 697

Plan, rehearse and deliver presentations 689

Develop storylines, characters and settings 794

Year 5

Language features over time 500

Purpose, structure and topic and formality 504

Compare sequences of images 511

Details in contexts 608

Ideas from different viewpoints 610

Sound devices and imagery 611

Ideas relate to context 698

Features for purpose 701

Effects of structure 795

Text organisation to predict content 797

Social relationships purposes 501

Different points of view 502

Sequence of content 699

Skills for audiences and purpose 796

Use known words to spell new words 513

Uncommon plurals 514

Sentence start predicts message 505

Conventions of punctuation 506

Complex sentences 507

Noun and adjective groups 508

Vocabulary for precise meaning 512

Use processing strategies 702

Link information 703

Present a point of view 609

Use settings from texts 612

Presentations for defined audiences 700

Plan, draft and publish texts 704

Edit own and others’ work 705

Legible, fluent and automatic 706

Use software 707

Experiment with style 798

Year 6

Authors used text for purpose 518

Analytical images contribution 524

Vocabulary for meaning and opinion 525

Connect cultural experience 613

Similarities and differences in similar texts 614

Language choices influence response 615

Similarities and differences 616

Word relationships in narratives and poetry 617

Effects of approaches to texts 708

Structures and features combine for purpose 711

Strategies to influence readers 801

Different dialects 515

Complexities of formal interaction 516

Clarify, argue, share opinions 709

Interaction skills 816

Understand using banks of words 526

Objective and subjective language 517

Cohesive links by omitting/replacing words 520

Commas separate clauses 521

Combine clauses to elaborate 522

Choice of verbs 523

Read texts for purpose 712

Interpret and analyse texts 713

Create innovative texts 618

Plan, rehearse and deliver presentations 710

Plan, draft and publish texts 714

Edit using criteria 715

Develop handwriting variable for purpose 716

Use software to create texts 717

Use sensory language in texts 800

YEAR 4: HOVER LINKS ( including NSW SYLLABUS OBJECTIVES)

487	Content Description	Elaboration
	Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)	identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example example ‘kangaroo’, ‘tsunami’,’ typhoon’, ‘amok’, ‘orang–utan’ identifying commonly used words derived from other cultures
	NSW Outcome EN2:6B: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
488	Content Description	Elaboration
	Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)	recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures recognising the importance of using inclusive language
	NSW Outcome EN2-1A: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
489	Content Description	Elaboration
	Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)	identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’
	NSW Outcome EN2-11D: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
490	Content Description	Elaboration
	Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)	becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
491	Content Description	Elaboration
	Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)	knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’,); text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’) identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
492	Content Description	Elaboration
	Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)	exploring texts to identify the use of quotation marks experimenting with the use of quotation marks in students’ own writing
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
793	Content Description	Elaboration
	Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)	participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
493	Content Description	Elaboration
	Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)	creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
494	Content Description	Elaboration
	Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)	investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
495	Content Description	Elaboration
	Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)	investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
496	Content Description	Elaboration
	Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)	examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
498	Content Description	Elaboration
	Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)	building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
779	Content Description	Elaboration
	Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)	using phonological knowledge (for example long vowel patterns in multisyllabic words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk') using visual knowledge, for example diphthongs in more complex words and other vowel sounds that have multiple representations in spelling, as in 'oy', 'oi', 'ou', 'ow', 'oul', 'u', 'ough', 'au', 'aw'; silent beginning consonant patterns, for example 'gn' and 'kn' applying generalisations, for example doubling (for example 'running'); 'e'- drop (for example 'hoping')
	NSW Outcome EN2-5A: A student uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
780	Content Description	Elaboration
	Recognise homophones and know how to use context to identify correct spelling (ACELA1780)	using meaning and context when spelling words (for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’
	NSW Outcome EN2-5A: A student uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
602	Content Description	Elaboration
	Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)	commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
	NSW Outcome EN2-10C: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
603	Content Description	Elaboration
	Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)	sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'
	NSW Outcome EN2-11D: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
604	Content Description	Elaboration
	Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)	examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
605	Content Description	Elaboration
	Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)	examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences
	NSW Outcome EN2-10C: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
606	Content Description	Elaboration
	Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)	defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
607	Content Description	Elaboration
	Create literary texts that explore students’ own experiences and imagining (ACELT1607)	drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas
	NSW Outcome EN2-10C: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
794	Content Description	Elaboration
	Create literary texts by developing storylines, characters and settings (ACELT1794)	collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
686	Content Description	Elaboration
	Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)	viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
	NSW Outcome EN2-1A: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
687	Content Description	Elaboration
	Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)	making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
	NSW Outcome EN2-1A: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
688	Content Description	Elaboration
	Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)	participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts

	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
689	Content Description	Elaboration
	Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)	reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
	NSW Outcome EN2:6B: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
690	Content Description	Elaboration
	Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)	describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify with them
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
691	Content Description	Elaboration
	Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)	reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including self correction strategies such confirming and cross-checking reading aloud with fluency and expression reading a wide range of different types of texts for pleasure
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
692	Content Description	Elaboration
	Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)	making connections between the text and students’ own experience and other texts making connections between information in print and images building and using prior knowledge and vocabulary finding specific literal information asking and answering questions creating mental images finding the main idea of a text inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
694	Content Description	Elaboration
	Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)	using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose using appropriate simple, compound and complex sentences to express and combine ideas using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
695	Content Description	Elaboration
	Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)	revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
696	Content Description	Elaboration
	Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)	using handwriting fluency with speed for a wide range of tasks
	NSW Outcome EN2:3A: A student uses effective handwriting and publishes texts using digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
697	Content Description	Elaboration
	Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)	identifying and selecting appropriate software programs for constructing text
	NSW Outcome EN2:3A: A student uses effective handwriting and publishes texts using digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014

YEAR 5: HOVER LINKS ( including NSW SYLLABUS OBJECTIVES)

500	Content Description	Elaboration
	Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)	recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures
	NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
501	Content Description	Elaboration
	Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)	identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
502	Content Description	Elaboration
	Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)	recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this year.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this year.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this year') and reflecting on the effect of these different choices
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
504	Content Description	Elaboration
	Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)	becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
505	Content Description	Elaboration
	Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)	observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
506	Content Description	Elaboration
	Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)	learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car’ learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
797	Content Description	Elaboration
	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)
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
507	Content Description	Elaboration
	Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)	knowing that complex sentences is to makes connections between ideas, such as: to provide a reason, for example 'He jumped up because the bell rang.'; to state a purpose, for example 'She raced home in order to confront her brother.'; to express a condition, for example 'It will break if you push it.'; to make a concession, for example 'She went to work even though she was not feeling well.'; to link two ideas in terms of various time relations, for example 'Nero fiddled while Rome burned.' knowing that a complex sentence typically consists of a main clause and a subordinate clause
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
508	Content Description	Elaboration
	Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)	learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’ observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)

	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
511	Content Description	Elaboration
	Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)	interpreting narrative texts told as wordless picture books identifying and comparing sequences of images revealed through different hyperlink choices
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
512	Content Description	Elaboration
	Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)	moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
513	Content Description	Elaboration
	Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)	learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon’, ‘renew’ ‘email’ and ‘refine’ talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’
	NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
514	Content Description	Elaboration
	Recognise uncommon plurals, for example ‘foci’ (ACELA1514)	using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals
	NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
608	Content Description	Elaboration
	Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)	describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
609	Content Description	Elaboration
	Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)	posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
795	Content Description	Elaboration
	Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)	orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
610	Content Description	Elaboration
	Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)	identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
611	Content Description	Elaboration
	Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)	discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
612	Content Description	Elaboration
	Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)	using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
798	Content Description	Elaboration
	Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)	drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
698	Content Description	Elaboration
	Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)	identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
699	Content Description	Elaboration
	Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)	asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
796	Content Description	Elaboration
	Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)	participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others choosing vocabulary and sentence structures for particular purposes including formal and informal 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
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
700	Content Description	Elaboration
	Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)	planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
701	Content Description	Elaboration
	Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)	explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
702	Content Description	Elaboration
	Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)	bringing subject and technical vocabulary and concept knowledge to new reading tasks selecting and using texts for their pertinence to the task and the accuracy of their information using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
703	Content Description	Elaboration
	Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)	using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
704	Content Description	Elaboration
	Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)	using research from print and digital resources to gather and organise information for writing selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement using vocabulary, including technical vocabulary, appropriate to purpose and context using paragraphs to present and sequence a text using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
705	Content Description	Elaboration
	Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)	editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
706	Content Description	Elaboration
	Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)	using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
707	Content Description	Elaboration
	Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)	writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014

YEAR 6: HOVER LINKS ( including NSW SYLLABUS OBJECTIVES)

515	Content Description	Elaboration
	Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)	Torres Strait Islander languages and that they relate to geographic areas in Australia recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
516	Content Description	Elaboration
	Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)	identify and appreciate differences in language used in diverse family settings
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
517	Content Description	Elaboration
	Understand the uses of objective and subjective language and bias (ACELA1517)	understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount) differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
518	Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)	exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
520	Content Description	Elaboration
	Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)	noting how a general word is often used for a more specific word already mentioned, for example ‘Look at those apples. Can I have one?' recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms 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
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
521	Content Description	Elaboration
	Understand the uses of commas to separate clauses (ACELA1521)	identifying different uses of commas in texts
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
522	Content Description	Elaboration
	Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)	investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded because the river broke its banks’
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
523	Content Description	Elaboration
	Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)	knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch') knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’) 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 either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, 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 auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
524	Content Description	Elaboration
	Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)	observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
525	Content Description	Elaboration
	Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)	identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
526	Content Description	Elaboration
	Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)	adopting a range of spelling strategies to recall and attempt to spell new words using a dictionary to correct students’ own spelling
	NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
613	Content Description	Elaboration
	Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)	recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
614	Content Description	Elaboration
	Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)	exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
615	Content Description	Elaboration
	Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)	noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
616	Content Description	Elaboration
	Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)	exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
617	Content Description	Elaboration
	Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)	identifying how language choice and imagery build emotional connection and engagement with the story or theme describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
618	Content Description	Elaboration
	Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)	creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
800	Content Description	Elaboration
	Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)	selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
708	Content Description	Elaboration
	Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)	identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
709	Content Description	Elaboration
	Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)	using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
816	Content Description	Elaboration
	Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)	participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions 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
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
710	Content Description	Elaboration
	Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)	using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
711	Content Description	Elaboration
	Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)	comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
712	Content Description	Elaboration
	Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)	bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information using word identification, self-monitoring and self-correcting strategies using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
713	Content Description	Elaboration
	Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)	making connections between the text and students’ own experience or other texts making connections between information in print and images finding specific literal information using prior knowledge and textual information to make inferences and predictions asking and answering questions finding the main idea of a text summarising a text or part of a text
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
801	Content Description	Elaboration
	Analyse strategies authors use to influence readers (ACELY1801)	identify how authors use language to position the reader and give reasons
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
714	Content Description	Elaboration
	Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)	creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
715	Content Description	Elaboration
	Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)	editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
716	Content Description	Elaboration
	Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)	using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
717	Content Description	Elaboration
	Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)	selecting and combining software functions as needed to create texts
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014

YEAR 3: HOVER LINKS ( including NSW SYLLABUS OBJECTIVES)

475	Content Description	Elaboration
	Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)	learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately
	NSW Outcome EN2:6B: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
476	Content Description	Elaboration
	Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)	identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding
	NSW Outcome EN2-1A: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
477	Content Description	Elaboration
	Examine how evaluative language can be varied to be more or less forceful (ACELA1477)	exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts
	NSW Outcome EN2-7B: A student identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
478	Content Description	Elaboration
	Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)	becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
479	Content Description	Elaboration
	Understand that paragraphs are a key organisational feature of written texts (ACELA1479)	noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
480	Content Description	Elaboration
	Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)	recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
790	Content Description	Elaboration
	Identify the features of online texts that enhance navigation (ACELA1790)	becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
481	Content Description	Elaboration
	Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)	knowing that a clause is basically a group of words that contains a verb knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
482	Content Description	Elaboration
	Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)	identifying different types of verbs and the way they add meaning to a sentence exploring doing and saying verbs in narrative texts to show how they give information about what characters do and say exploring the use of sensing verbs and how they allow readers to know what characters think and feel exploring the use of relating verbs in constructing definitions and descriptions learning how time is represented through the tense of a verb, for example 'She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
483	Content Description	Elaboration
	Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)	noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
484	Content Description	Elaboration
	Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)	exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context
	NSW Outcome EN2-9B: A student uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
485	Content Description	Elaboration
	Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)	using spelling strategies such as: phonological knowledge, for example diphthongs and other vowel sounds that have multiple representations in spelling; three-letter clusters, for example 'thr', 'shr', 'squ'; visual knowledge, for example more complex single syllable homophones such as 'break/brake', 'ate/eight'; morphemic knowledge, for example inflectional endings in single syllable words, plural and past tense; generalisations, for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'
	NSW Outcome EN2-5A: A student uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
486	Content Description	Elaboration
	Recognise high–frequency sight words (ACELA1486)	becoming familiar with most high-frequency sight words
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
594	Content Description	Elaboration
	Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)	reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
	NSW Outcome EN2-10C: A student thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
596	Content Description	Elaboration
	Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)	discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text exploring texts that highlight issues and problems in making moral decisions and discussing these with others drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view
	NSW Outcome EN2-11D: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
598	Content Description	Elaboration
	Develop criteria for establishing personal preferences for literature (ACELT1598)	building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books) selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
	NSW Outcome EN2-12E: A student recognises and uses an increasing range of strategies to reflect on their own and others’ learning
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
599	Content Description	Elaboration
	Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)	identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
600	Content Description	Elaboration
	Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)	identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
601	Content Description	Elaboration
	Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)	drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
791	Content Description	Elaboration
	Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)	creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
675	Content Description	Elaboration
	Identify the point of view in a text and suggest alternative points of view (ACELY1675)	discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)
	NSW Outcome EN2-11D: A student responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
676	Content Description	Elaboration
	Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)	participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views
	NSW Outcome EN2:6B: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
792	Content Description	Elaboration
	Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)	participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information learning the specific speaking or listening skills of different group roles, for example group leader, note 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
	NSW Outcome EN2-1A: A student communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
677	Content Description	Elaboration
	Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)	drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information
	NSW Outcome EN2:6B: A student identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
678	Content Description	Elaboration
	Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)	identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
	NSW Outcome EN2-8B: A student identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
679	Content Description	Elaboration
	Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)	combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics reading text types from a student’s culture to enhance confidence in building reading strategies reading aloud with fluency and intonation reading a wider range of texts, including chapter books and informative texts, for pleasure
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
680	Content Description	Elaboration
	Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)	making connections between the text and students own experience and other texts making connections between the information in print and images making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic using text features and search tools to locate information in written and digital texts efficiently determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification making considered inferences taking into account topic knowledge or a character’s likely actions and feeling
	NSW Outcome EN2-4A: A student uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
682	Content Description	Elaboration
	Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)	using print and digital resources to gather information about a topic selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact using appropriate simple, compound and complex sentences to express and combine ideas using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
683	Content Description	Elaboration
	Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)	using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
	NSW Outcome EN2:2A: A student plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
684	Content Description	Elaboration
	Write using joined letters that are clearly formed and consistent in size (ACELY1684)	practising how to join letters to construct a fluent handwriting style
	NSW Outcome EN2:3A: A student uses effective handwriting and publishes texts using digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
685	Content Description	Elaboration
	Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)	using features of relevant technologies to plan, sequence, compose and edit multimodal texts
	NSW Outcome EN2:3A: A student uses effective handwriting and publishes texts using digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014

460	Content Description	Elaboration
	Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)	identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
461	Content Description	Elaboration
	Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)	exploring how terms of address are used to signal different kinds of relationships exploring the differences between giving a presentation and talking to friends exploring culturally specific greetings and expressions of politeness
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situation
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
462	Content Description	Elaboration
	Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)	exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’ exploring in stories, everyday and media texts moral and 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
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
463	Content Description	Elaboration
	Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)	identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
464	Content Description	Elaboration
	Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)	exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things mapping examples of word associations in texts, for example words that refer to the main character
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
465	Content Description	Elaboration
	Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)	talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
466	Content Description	Elaboration
	Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)	recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information learning about features of screen texts including menu buttons, drop down menus, links and live connections
	NSW Outcome EN1-8B: A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
467	Content Description	Elaboration
	Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)	learning how to express ideas using compound sentences learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
468	Content Description	Elaboration
	Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)	exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator exploring names of people and places and how to write them using capital letters building extended noun groups/phrases that provide a clear description of an item
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
469	Content Description	Elaboration
	Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)	comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
470	Content Description	Elaboration
	Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)	interpreting new terminology drawing on prior knowledge, analogies and connections with known words
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
471	Content Description	Elaboration
	Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)	drawing on knowledge of high frequency sight words drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes) using known words in writing and spell unknown words using developing visual, graphophonic and morphemic knowledge
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar word
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
472	Content Description	Elaboration
	Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)	joining discussion about how a prefix or suffix affects meaning, for example ‘uncomfortable’, ‘older’, and ‘division
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
474	Content Description	Elaboration
	Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)	recognising when some letters are silent, for example ‘knife’, ‘listen’, ‘castle’, and providing the sound for less common sound–letter matches, for example ‘tion’
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
587	Content Description	Elaboration
	Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)	exploring iconography of Aboriginal and Torres Strait Islander cultures recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
589	Content Description	Elaboration
	Compare opinions about characters, events and settings in and between texts (ACELT1589)	discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
590	Content Description	Elaboration
	Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)	describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships drawing, writing and using digital technologies to capture and communicate favourite characters and events
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
591	Content Description	Elaboration
	Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)	describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings identifying features of imaginary or fantasy texts, for example magic powers, shifts in time investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
592	Content Description	Elaboration
	Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)	exploring poems, chants, rhymes or songs from different cultures which class members may bring from home learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
593	Content Description	Elaboration
	Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)	creating imaginative reconstructions of stories and poetry using a range of print and digital media telling known stories from a different point of view orally, in writing or using digital media, constructing a sequel to a known story
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
665	Content Description	Elaboration
	Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1655)	identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
666	Content Description	Elaboration
	Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)	using spoken language for problem solving, and exploring ideas and concepts listening for specific information and providing two or more key facts from an informative text spoken or read aloud listening to, remembering and responding to detailed instructions
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
789	Content Description	Elaboration
	Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)	discussing appropriate conventions to use in group discussions exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’ participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s 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
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
667	Content Description	Elaboration
	Rehearse and deliver short presentations on familiar and new topics (ACELY1667)	adjusting presentation for different audiences preparing and giving oral presentations, including reports of group discussions, using more formal speech 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
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
668	Content Description	Elaboration
	Identify the audience of imaginative, informative and persuasive texts (ACELY1668)	identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
669	Content Description	Elaboration
	Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)	using prior and learned knowledge and vocabulary to make and confirm predictions when reading text using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts using knowledge of sound–letter relationships and high frequency sight words when decoding text monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge using grammar and meaning to read aloud with fluency and intonation
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
670	Content Description	Elaboration
	Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)	making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic making connections between information in print and images building on and using prior knowledge and vocabulary making valid inferences using information in a text and students’ own prior knowledge predicting, asking and answering questions as they read, and summarising and reviewing meaning
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
671	Content Description	Elaboration
	Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)	learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events sequencing content according to text structure using appropriate simple and compound sentence to express and combine ideas using vocabulary, including technical vocabulary, appropriate to text type and purpose
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
672	Content Description	Elaboration
	Reread and edit text for spelling, sentence boundary punctuation and text structure (ACELY1672)	reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text 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
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
673	Content Description	Elaboration
	Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1672)	using correct pencil grip and posture writing sentences legibly and fluently using unjoined print script of consistent size
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
674	Content Description	Elaboration
	Construct texts featuring print, visual and audio elements using software, including word processing programs ACELY1675)	experimenting with and combining elements of software programs to create texts
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014

YEAR 1: HOVER LINKS

443	Content Description	Elaboration
	Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)	recognising how and where signs and symbols are used and placed in students’ school and community learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
444	Content Description	Elaboration
	Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)	recognising the effect of words, symbols, gestures and body language on the way communications are received by others
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
446	Content Description	Elaboration
	Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)	learning the difference between questions and statements, requests and commands learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
787	Content Description	Elaboration
	Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)	extending students’ vocabularies for the expression of feelings and emotions considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
447	Content Description	Elaboration
	Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)	discussing and comparing the purposes of familiar texts drawn from local contexts and interests becoming familiar with the typical stages of types of text including recount and procedure using different types of texts, for example procedures (including recipes) and discussing the text structure
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
448	Content Description	Elaboration
	Understand patterns of repetition and contrast in simple texts(ACELA1448)	identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, 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
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
449	Content Description	Elaboration
	Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)	using intonation and pauses in response to punctuation when reading reading texts and identifying different sentence-level punctuation writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
450	Content Description	Elaboration
	Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)	learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts
	NSW Outcome EN1-8B: A student recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
451	Content Description	Elaboration
	Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)	knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase) understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
452	Content Description	Elaboration
	Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)	talking about effective words that describe a place, person or event learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs
	NSW Outcome EN1-9B: A student uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
453	Content Description	Elaboration
	Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)	talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
454	Content Description	Elaboration
	Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)	learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
455	Content Description	Elaboration
	Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)	building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed'
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
457	Content Description	Elaboration
	Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)	recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word recognising and producing rhyming words replacing sounds in spoken words (for example replace 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)
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
458	Content Description	Elaboration
	Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends (ACELA1468)	saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay')
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
459	Content Description	Elaboration
	Understand the variability of sound-letter matches (ACELA1459)	recognising that letters can have more than one sound for example ‘u’ in ‘cut’, ‘put’, ‘use’ and 'a' in ‘cat’, ‘father’, ‘any’ recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
778	Content Description	Elaboration
	Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)	writing one-syllable words containing known blends, for example ‘bl’, ‘st’ learning an increasing number of high frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')
	NSW Outcome EN1-5A: A student uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
581	Content Description	Elaboration
	Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELT1581)	identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts, and how spiritual beings are represented in Aboriginal and Torres Strait Islander stories identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous discussing the characters of fictional animals and how they relate to those of humans
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
582	Content Description	Elaboration
	Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)	discussing characters from books and films and whether these are life-like or imaginary (for example talking animals) comparing characters and events in texts to students’ own experiences
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
583	Content Description	Elaboration
	Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)	sharing favourite texts and authors and some reasons for preferences discussing different texts and considering what is entertaining or appealing and why using arts methods and role play to express personal responses to characters and events in stories identifying who is telling the story in different texts
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
584	Content Description	Elaboration
	Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)	examining different types of literature including traditional tales, humorous stories and poetry discussing similarities and differences between texts ( for example features of main characters in different stories) discussing features of book settings including time (year, season) and place (country or city, realistic or imagined) discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
585	Content Description	Elaboration
	Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)	exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures listening to and performing simple haiku poems about familiar topics such as nature and the seasons
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
586	Content Description	Elaboration
	Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)	creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures writing character descriptions drawn from illustrations in stories retelling key events in stories using oral language, arts, digital technologies and performance media
	NSW Outcome EN1-10C: A student thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
655	Content Description	Elaboration
	Respond to texts drawn from a range of cultures and experiences (ACELY1655)	exploring some of the meanings and teachings embedded in Dreaming stories using drawing and writing to depict and comment on people and places beyond their immediate experience
	NSW Outcome EN1-11D: A student responds to and composes a range of texts about familiar aspects of the world and their own experiences
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
656	Content Description	Elaboration
	Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)	listening for details in spoken informative texts participating in informal and structured class, group and pair discussions about content area topics, ideas and information speaking clearly and with appropriate volume interacting confidently and appropriately with peers, teachers, visitors and community members learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
657	Content Description	Elaboration
	Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)	reporting the results of group discussions providing simple explanations about how to do or make something giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
	NSW Outcome EN1-6B: A student recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
658	Content Description	Elaboration
	Describe some differences between imaginative informative and persuasive texts (ACELY1658)	comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’ selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum
	NSW Outcome EN1-7B: A student identifies how language use in their own writing differs according to their purpose, audience and subject matter
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
659	Content Description	Elaboration
	Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)	using contextual and semantic knowledge to make predictions about a text’s purpose and content combining knowledge of context, meaning, grammar and phonics to decode text recognising most high frequency sight words when reading text self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge reading aloud with developing fluency and intonation
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
660	Content Description	Elaboration
	Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)	using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading making connections between the text and students’ own experiences, and between information in print and images finding key information in a text making inferences about characters’ feelings and motives 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
	NSW Outcome EN1-4A: A student draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
661	Content Description	Elaboration
	Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)	referring to learned knowledge of text structure and grammar when creating a new text applying new vocabulary appropriately in creating text learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
662	Content Description	Elaboration
	Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)	adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun reading the students’ own work aloud to listen for grammatical correctness: checking use of capital 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
	NSW Outcome: EN1-2A: A student plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
663	Content Description	Elaboration
	Write using unjoined lower case and upper case letters (ACELY1663)	using correct posture and pencil grip learning how each letter is constructed including where to start and the direction to follow writing words legibly using unjoined print script of consistent size
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
664	Content Description	Elaboration
	Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)	creating digital images and composing a story or information sequence on screen using images and captions adding images to digital written communications such as emails with pictures of self, classmates or location
	NSW Outcome EN1-3A: A student composes texts using letters of consistent size and slope and uses digital technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
788	Content Description	Elaboration
	Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)	identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space') 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
	NSW Outcome EN1-1A: A student communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014