YEAR 4 Requirements Register

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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