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Home / Requirements Registers / YEAR 3 Requirements Register

YEAR 3 Requirements Register

YEAR 3 Requirements Register

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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