Foundation Year English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, …

Foundation Year | English | F-10 curriculum

Year 1 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 1 | English | F-10 curriculum

Year 2 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 2 | English | F-10 curriculum

Year 3 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 3 | English | F-10 curriculum

Year 4 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 4 | English | F-10 curriculum

Foundation to Year 2 Chinese

The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …

Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 3 and 4 Chinese

The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …

Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACELA1439

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words

Elaborations ScOT Terms

ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACLFRC007

Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression[Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, …

Elaborations ScOT Terms

ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

LiS2

responds to spoken texts (uses facial expressions, movements, turns towards the speaker) responds to short phrases relying on key words, tone of voice and intonation follows a simple command recognises and generates one-syllable rhyming words (see …

LiS2 | Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACELA1430

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

Elaboration (2) | ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1439

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

Elaboration | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

Elaboration (3) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLJAU123

beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while …

Elaboration (2) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLSPC110

participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

Elaboration (3) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLTUC002

participating in songs, poems and chants, such as counting or rhyming games, singing and performing actions, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar

Elaboration (1) | ACLTUC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC024

collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar

Elaboration (1) | ACLTUC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUU031

recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa

Elaboration | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUU048

analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive …

Elaboration (1) | ACLTUU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLVIU119

naming different types of familiar texts (story, poem, song) and discussing how they work, for example, using the story starter Ngày xưa, hồi đó, lâu lắm rồi; or rhyming or repeating words in songs, such as quác quác quác, quạc quạc quạc in the song ‘Một …

Elaboration (3) | ACLVIU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum