Achievement Standards Scope and Sequence

CCGS Australian Curriculum English Achievement Standards: Receptive Modes Scope and Sequence Prep-6
LISTENING
Comprehension Skills
Print Awareness
READING AND VIEWING
Decoding Skills
KNOWLEDGE & SKILLS
PREP
Decoding
Knowledge
Identify the letters of the English

alphabet and use the sounds
represented by most letters.
(ACELA1758)
(ACELA1438) (ACELA1439)
(ACELA1440) (ACELY1649)
Decodable
Texts
Read short predictable texts with

familiar vocabulary and supportive
images drawing on their developing
knowledge of concepts about print and
sound letters.
(ACELT1579) (ACELY1649)
Predicting &
Questioning
Use predicting and questioning

strategies to make meaning from texts.
(ACELY1650)
Making
Connections
Identify connections between texts and

their personal experience
(ACELY1650) (ACELA1426)
Literal and
Implied
Meaning
YEAR 1
YEAR 2
Use knowledge of sound and letters,

high frequency words, sentence
boundary punctuation and directionality
to make meaning.
(ACELA1459)
Read aloud, with developing fluency
and intonation, short texts with some
unfamiliar vocabulary, simple and
compound sentences and supportive
images.
(ACELY1659) (ACELY1662)
Make connections to personal

experience when explaining characters
and main events in short texts.
(ACELT1581) (ACELT1582)
(ACELA1443)
Monitor meaning and self-correct using

context, prior knowledge, punctuation,
language and phonic knowledge.
YEAR 3
YEAR 4
YEAR 5
YEAR 6
(ACELY1691)
(ACELY1702)
(ACELY1712)
(ACELY1679)
Read texts that contain

varied sentence structures, some
unfamiliar vocabulary, a significant
number of high frequency sight words
and images that provide additional
information.
Read texts that contain varied

sentence structures, a range of
punctuation conventions, and images
that provide additional information.
Make connections between texts by

comparing content.
(ACELA1469) (ACELT1589)
They select information, ideas and

events in texts that relate to their own
lives and to other texts. (ACELT1594)
(ACELT1596)
(ACELA1487)
(ACELA1500)
(ACELA1515)
They describe literal and implied

meaning connecting ideas in different
texts.
(ACELY1692)
They analyse and explain literal and

implied information from a variety of
texts.
(ACELY1703)
They compare and analyse information

in different texts, explaining literal and
implied meaning.
(ACELY1801)
Understand how the use
of text structures can achieve particular
effects.
(ACELY1801)
Recall one or two events from texts

with familiar topics.
Recall key ideas and recognise literal

and implied meaning in texts.
(ACELY1660)
Identify literal and implied meaning,

main ideas and supporting detail.
(ACELY1670)
They identify literal and implied

meaning connecting ideas in different
parts of a text.
Understand that there are

different types of texts.
Understand the different purposes of

texts.
(ACELA1450)
Understand how similar texts share

characteristics by identifying text
structures
(ACELY1668)
Understand how content can be

organised using different text structures
depending on the purpose of the text.
(ACELY1678)
Understand that texts have different

structures depending on the purpose
and audience.
Explain how text structures assist in

understanding the text.
Understand that different types of texts

can have similar characteristics.
(ACELY1649)
They identify the language features,

images and vocabulary used to
describe characters and events.
(ACELT1581)
(ACELT1582)
Understand how similar texts share

characteristics by identifying language
features used to describe characters,
settings and events.
(ACELY1668)
They understand how language

features, images and vocabulary
choices are used for different effects.
(ACELT1600)
Explain how language features, images

and vocabulary are used to engage the
interest of audiences.
(ACELY1686) (ACELT1605)
(ACELT1604) (ACELA1496)
Understand how language features,

images and vocabulary influence
interpretations of characters, settings
and events.
(ACELA1508) ((ACELA1502)
ACELA1507) (ACELA1505)
Analyse and explain how language

features, images and vocabulary are
used by different authors to represent
ideas, characters and events.
ACELA1522) (ACELA1523)
Phonemic
Awareness
They listen for rhyme, letter patterns

and sounds in words.
They listen for and reproduce letter

patterns and letter clusters.
(ACELT1585)
They listen for and manipulate sound

combinations and rhythmic sound
patterns.
Listening
Interactions
They listen to and use

appropriate language features to
respond to others in a familiar
environment.
(ACELY1784)
They listen to others when taking part

in conversations using
appropriate language features.
They listen for particular purposes.

(ACELY1666)
Listen and ask questions to clarify

content.
Listen to discussions, clarifying content

and challenging others ideas.
(ACELY1709)
Text Structure
& Purpose
Grammatical
Features
Listen to others views and respond

appropriately.
(ACELY1792)
Listen for key points in discussions.


Compiled by Brendon Peisley, Christ Church Grammar School, Melbourne Victoria, 2014
CCGS Australian Curriculum English Achievement Standards: Productive Modes Scope and Sequence Prep-6
KNOWLEDGE & SKILLS
Conveying
Meaning
Writing
Conventions
Handwriting
Articulation Skills
SPEAKING
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Students understand that their texts

can reflect their own experiences.
They create short texts for a small

range of purposes.
(ACELY1664)
They create texts that show
understanding of the connection
between writing, speech and images.
Students create texts, drawing on their

own experiences, their imagination and
information they have learned.
(ACELY1674)
They create a range of texts for familiar

and unfamiliar audiences.
(ACELY1685)
Students create structured texts to

explain ideas for different audiences.
(ACELT1607)
They create a variety of sequenced

texts for different purposes and
audiences.
(ACELT1612)
They create detailed texts elaborating

upon key ideas for a range of purposes
and audiences
Students use language features to

show how ideas can be extended.
(ACELT1611)
Students understand how language

features and language patterns can be
used for emphasis.
(ACELY1711)
They explain how their choices of
language features and images are
used.
They demonstrate understanding

of grammar, select vocabulary from a
range of resources and use accurate
spelling and punctuation, editing their
work to improve meaning.
(ACELA1492)
When writing, they demonstrate

understanding of grammar, select
specific vocabulary and use accurate
spelling and punctuation, editing their
work to provide structure and meaning.

of grammar, make considered choices
from an expanding vocabulary, use,
accurate spelling and punctuation for
clarity and make and explain editorial
choices.
(ACELA1521) ACELA1522)
(ACELY1715)
(ACELY1696)
(ACELY1706)
(ACELY1716)
(ACELY1796)
(ACELY1816)
They make presentations and

contribute actively to class and group
discussions, taking into account other
perspectives.

discussions, using a variety of
strategies for effect.
(ACELY1816)
Text Types
WRITING AND CREATING
Audience &
Purpose
PREP
Interacting With
Others
Presentation Skills
When writing, students use familiar

words and phrases and images to
convey ideas.
(ACELY1654)
When writing, students provide details

about ideas or events.
Students create texts that show how

images support the meaning of
the text.
Their writing shows evidence of sound

and letter knowledge, beginning writing
behaviours and experimentation with
capital letters and full stops.
They accurately spell words with

regular spelling patterns and use
capital letters and full stops.
(ACELA1459)
They accurately spell familiar words

and attempt to spell less familiar words
and use punctuation accurately.
They correctly form known upper- and

lower-case letters.
They identify and use rhyme, letter
patterns and sounds in words.
(ACELY1784)
They correctly form all upper- and

lower-case letters.
(ACELY1663)
They legibly write unjoined upper- and

lower-case letters.
(ACELY1673)
In informal group and whole class

settings, students communicate clearly.
They retell events and experiences

with peers and known adults.
They interact in pair, group and class

discussions, taking turns when
responding.
They make short presentations of a few
connected sentences on familiar and
learned topics.
(ACELY1657)
When discussing their ideas and

experiences, students use
everyday language features and topicspecific vocabulary.
(ACELY1666)
Students use a variety of strategies to

engage in group and class discussions
and make presentations.
Their texts include writing and images

to express and develop in some detail
experiences, events, information, ideas
and characters.
They use knowledge of sounds and

high frequency words to spell words
accurately, checking their work for
meaning.
of grammar and choose vocabulary
and punctuation appropriate to the
purpose and context of their writing.
They legibly write using consistently
sized joined letters.
(ACELY1684)
Students use language features to

create coherence and add detail to
their texts.
(ACELT1606)
They create texts that show

understanding of how images and
detail can be used to extend key ideas.
(ACELA1496)
They understand how language can be

used to express feelings and opinions
on topics.
(ACELY1688)
They contribute actively to class and

group discussions, asking questions,
providing useful feedback and making
presentations.
(ACELY1677)

discussions, varying language
according to context.
RESPONDING TO
LITERATURE
They identify and describe likes and

dislikes about familiar texts, objects,
characters and events.
Students understand how characters in

texts are developed and give reasons
for personal preferences.
(ACELY1655)
They explain their preferences for

aspects of texts using other texts as
comparisons.
They understand how language

features are used to link and sequence
ideas.
(ACELY1675)

Compiled by Brendon Peisley, Christ Church Grammar School, Melbourne Victoria, 2014

They understand how to express an

opinion based on information in a text.
They develop and explain a point of

view about a text, selecting information,
ideas and images from a range of
resources.
They show how specific details can be

used to support a point of view.

Achievement Standards Scope and Sequence

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CCGS Australian Curriculum English Achievement Standards: Receptive Modes Scope and Sequence Prep-6

READING AND VIEWING

KNOWLEDGE & SKILLS

Identify the letters of the English

Read short predictable texts with

Use predicting and questioning

Identify connections between texts and

Use knowledge of sound and letters,

Make connections to personal

Monitor meaning and self-correct using

Read texts that contain

Read texts that contain varied

Make connections between texts by

They select information, ideas and

They describe literal and implied

They analyse and explain literal and

They compare and analyse information

Recall one or two events from texts

Recall key ideas and recognise literal

Identify literal and implied meaning,

They identify literal and implied

Understand that there are

Understand the different purposes of

Understand how similar texts share

Understand how content can be

Understand that texts have different

Explain how text structures assist in

Understand that different types of texts

They identify the language features,

Understand how similar texts share

They understand how language

Explain how language features, images

Understand how language features,

Analyse and explain how language

They listen for rhyme, letter patterns

They listen for and reproduce letter

They listen for and manipulate sound

They listen to and use

They listen to others when taking part

They listen for particular purposes.

Listen and ask questions to clarify

Listen to discussions, clarifying content

Listen to others views and respond

Listen for key points in discussions.

KNOWLEDGE & SKILLS

Students understand that their texts

They create short texts for a small

Students create texts, drawing on their

They create a range of texts for familiar

Students create structured texts to

They create a variety of sequenced

They create detailed texts elaborating

Students use language features to

Students understand how language

They demonstrate understanding

When writing, they demonstrate

They demonstrate understanding

They make presentations and

They make presentations and

WRITING AND CREATING

When writing, students use familiar

When writing, students provide details