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Home / Requirements Registers / YEAR 4 Requirements Register

YEAR 4 Requirements Register

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