s1 English Scope and Sequence Checklist
s1 English Scope and Sequence Checklist
Scope)and)Sequence)Checklist))
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STAGE!1!!
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Scope!and!Sequence!Checklist!
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Abermain)Public)School)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
1)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
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STAGE!1:!CONTENT!AND!TEXT!REQUIREMENTS!CHECKLIST!
In this syllabus, the study of a wide range of texts is central to the study of English. This includes the study of texts
which are widely regarded as quality literature, providing students with the opportunity for aesthetic experience and to
develop an appreciation of the artistic expression found in texts.
In the primary years of schooling, the study of text types, as part of a broader study of texts, is intended to facilitate
student literacy skills and help to establish knowledge about the purpose and audience, structures and language
features of a broader range of texts. In the categorisation of texts into 'text types', it is important to note that any such
classification is to some extent arbitrary and that there is always likely to be overlap between ways of grouping and
defining texts.
While delivering courses that reflect the outcomes and content, the following text requirements should be addressed.
Students in K6 must read, listen to and view a variety of texts that are appropriate to their needs, interests and
abilities. These texts become increasingly sophisticated as students move from Kindergarten to Year 6.
In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their
students and the ethos of the school and its local community.
Note: students with special education needs may not be able to use all or some of the language modes. Some
students with special education needs communicate through a variety of verbal or non-verbal communication systems
or techniques. It is important to take account of the individual communication strategies used by these students and
make appropriate curriculum adjustments.)
Content!And!Text!Requirements!
Term!1!
Term!2!
Term!3!
Term!4!
In!each!Year!students!must!study!examples!of:!
spoken texts)
print texts)
visual texts)
Across!a!stage!of!learning,!the!selection!of!texts!must!give!students!experience!of:!
texts which are widely regarded as quality literature)
texts that provide insights about the peoples and cultures of Asia)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
2)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
STAGE!1:!LEARNING!ACROSS!THE!CURRICULUM!CHECKLIST!
!
Learning) across) the) curriculum) content,) including) the) crossGcurriculum) priorities) and) general) capabilities,) assists)
students)to)achieve)the)broad)learning)outcomes)defined)in)the)Board)of)Studies)K10%Curriculum%Framework)and)
Statement% of% Equity% Principles,) and) in) the) Melbourne% Declaration) on% Educational% Goals% for% Young% Australians)
(December)2008).)
CrossGcurriculum) priorities) enable) students) to) develop) understanding) about) and) address) the) contemporary) issues)
they)face.)
General) capabilities) encompass) the) knowledge,) skills,) attitudes) and) behaviours) to) assist) students) to) live) and) work)
successfully)in)the)21st)century.)
The)Board's)syllabuses)include)other)areas)identified)as)important)learning)for)all)students.)
Learning)across)the)curriculum)content)is)incorporated,)and)identified)by)icons,)in)the)content)of)the)English%K10%
Syllabus)in)the)following)ways:)
)
Learning!Across!the!Curriculum!
Term!1!
Term!2!
Term!3!
Term!4!
CrossQCurriculum!Priorities!)
Aboriginal)and)Torres)Strait)Islander)histories)and)cultures)
Asia)and)Australia's)engagement)with)Asia)
Sustainability
General!Capabilities)
Critical)and)creative)thinking)
Ethical)understanding)
Information)and)communication)technology)capability)
Intercultural)understanding)
Literacy)
Numeracy)
)
)
Personal)and)social)capability)
Other!Learning!Across!Curriculum!Areas)
Civics)and)citizenship)
Difference)and)diversity)
Work)and)enterprise)
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
3)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
Aboriginal*and*Torres*Strait*Islander*histories*and*cultures*
*
The)Aboriginal)and)Torres)Strait)Islander)histories)and)cultures)crossGcurriculum)area)encompasses)the)concepts)of)Country)and)
Place,)People,)Culture)and)Identity.)In)their)study)of)English,)students)will)have)the)opportunity)to)engage)with)texts)that)give)
them) experience) of) the) beliefs) and) value) systems) of) Aboriginal) and) Torres) Strait) Islander) peoples.) Students) will) develop)
knowledge)and)understanding)of)Aboriginal)and)Torres)Strait)Islander)history)and)culture)in)Australia.)In)their)study)of)English,)
students)explore)a)range)of)experiences)and)achievements)of)Aboriginal)peoples)in)historical)and)social)contexts)and)the)links)
between)cultural)expression,)language)and)spirituality.)
Asia*and*Australia's*engagement*with*Asia* *
The)study)of)English)provides)learning)opportunities)for)students)to)explore)and)appreciate)the)rich)tradition)of)texts)from)and)
about)the)people)and)countries)of)Asia,)including)texts)written)by)Asian)authors.)They)develop)an)understanding)of)the)many)
languages) and) diverse) Asian) cultures) and) how) they) have) influenced) Australian) culture.) Through) their) study,) students) will)
develop)an)appreciation)of)the)role)Australia)has)played)in)Asia)and)the)ongoing)relationship)Australia)has)developed)with)the)
countries)that)make)up)the)Asian)region.)
Sustainability* *
The)study)of)English)provides)students)with)the)skill)required)to)investigate)and)understand)issues)of)environmental)and)social)
sustainability,)to)communicate)information)about)sustainability,)and)to)advocate)action)to)improve)sustainability.)
If)people)now)and)into)the)future)are)to)be)treated)fairly,)action)to)improve)sustainability)needs)to)be)informed)by)a)worldview)
of) people,) places) and) communities.) Both) literature) and) literacy) are) key) elements) in) the) development) of) each) student's)
worldview.)More)sustainable)patterns)of)living)are)largely)shaped)by)people's)behaviours.)English)provides)an)important)means)
of) influencing) behaviours,) facilitating) interaction) and) expressing) viewpoints) through) the) creation) of) texts) for) a) range) of)
purposes,)audiences)and)contexts,)including)multimodal)texts)and)the)use)of)visual)language.)
Critical*and*creative*thinking* *
Students)develop)critical)and)creative)thinking)by)seeking)new)pathways)or)solutions)when)they)evaluate)knowledge,)ideas)and)
possibilities.)English)provides)students)with)opportunities)to)think)in)ways)that)are)critical)and)creative)using)information)and)
ideas) and) arguments) to) respond) to) and) compose) texts,) evaluate) their) own) work) and) the) work) of) others,) and) plan) for) future)
learning.)These)skills)are)integral)to)activities)that)require)reason,)logic,)imagination)and)innovation.)In)learning)to)think)broadly)
and)deeply)students)use)reason)and)imagination)to)direct)their)thinking)for)different)purposes.)
Ethical*understanding* *
The) study) of) English) provides) students) with) opportunities) to) strengthen) their) capacity) for) ethical) understanding) and)
commitment)to)ethical)behaviour)for)occasions)when)they)face)uncertainty)and)conflicting)claims)in)a)range)of)contexts.)
Opportunities)arise)for)students)to)engage)with)situations)or)circumstances)from)the)real)or)virtual)worlds,)or)the)imaginative)
worlds)of)texts)that)involve)ethical)or)moral)issues,)dilemmas)or)decisions)as)they)respond)to)and)compose)texts.)Ethical)issues)
are)integral)to)many)of)the)texts)that)students)encounter)in)English.)
Information*and*communication*technology*capability* *
The) study) of) English) enables) students) to) develop) and) apply) knowledge,) understanding) and) skills) of) ICT) in) their) composing,)
responding)and)presenting,)and)as)part)of)the)imaginative)and)critical)thinking)they)undertake)in)English.)
Students)have)the)opportunity)to)become)competent,)discriminating)and)creative)users)of)ICT)as)they)learn)to)use)ICT)effectively)
and)appropriately)when)investigating,)creating)and)communicating)ideas)and)information.)Students)will)learn)about)the)ethics)of)
information)communication)through)technology.)
Intercultural*understanding* *
Students)develop)intercultural)understanding)as)they)learn)to)understand)their)own)identity)in)relation)to)others)from)different)
cultures)and)backgrounds.)
The) study) of) English) offers) rich) opportunities) for) intercultural) understanding) and) exchange.) Students) experience) a) range) of)
literature)from)different)cultures,)including)the)inscriptional)and)oral)narrative)traditions)of)Aboriginal)people)and)Torres)Strait)
Islander)people,)as)well)as)the)contemporary)literature)of)these)two)cultural)groups.)They)also)read)classic)and)contemporary)
world)literature,)including)texts)from)and)about)Asia.)
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
4)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
Literacy*
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[Literacy)is)embedded)throughout)the)English%K10%Syllabus.)It)relates)to)a)high)proportion)of)the)content)descriptions)across)K
10.)Consequently,)this)particular)general)capability)is)not)tagged)in)this)syllabus.])
Literacy)is)the)ability)to)use)a)repertoire)of)knowledge)and)skills)to)communicate)and)comprehend)effectively)in)a)wide)variety)of)
contexts,)modes)and)media.)Literacy)knowledge)and)skills)provide)students)with)the)foundations)for)current)and)future)learning)
and) for) participation) in) the) workplace) and) wider) society.) The) knowledge) and) skills) also) provide) opportunities) for) personal)
enrichment) through) social) interaction,) further) education,) training) and) skilled) employment) and) a) range) of) cultural) pursuits,)
including)engagement)with)literature)and)the)arts.)Literacy)knowledge)and)skills)also)enable)students)to)better)understand)and)
negotiate)the)world)in)which)they)live)and)to)contribute)to)a)democratic)society)through)becoming)ethical)and)informed)citizens.)
Being)'literate')is)more)than)the)acquisition)of)technical)skills:)it)includes)the)ability)to)identify,)understand,)interpret,)create)and)
communicate)purposefully)using)written,)visual)and)digital)forms)of)expression)and)communication)for)a)number)of)purposes)in)
different)contexts.)The)English)learning)area)has)a)particular)role)in)developing)literacy)because)of)its)inherent)focus)on)language)
and) meaning.) However,) all) curriculum) areas) have) a) responsibility) for) the) general) literacy) requirements) of) students) as) they)
construct)meaning)for)themselves)and)others.)
The)established)functions)of)speaking)and)listening,)reading)and)writing,)and)viewing)and)representing)remain)central)to)being)
literate) together) with) literacy) demands) related) to) a) range) of) visual) and) multimodal) texts,) as) well) as) those) that) have) evolved)
from) the) growth) of) digital) technologies.) Students) today) need) the) knowledge) and) skills) required) for) judicious) use) of) these)
technologies)and)to)question,)challenge)and)evaluate)the)role)of)these)technologies)and)the)wider)implications)of)their)use)for)
contemporary)society.)
Numeracy* *
The)study)of)English)provides)opportunities)for)students)to)develop)their)skills)in)numeracy)by)identifying)and)using)numerical,)
measurement,)spatial,)graphical)and)statistical)concepts)and)skills.)Students)strengthen)their)understanding)of)how)issues)and)
points) of) view) that) are) based) on) data) are) represented) in) texts) by) developing) their) skills) to) identify,) analyse) and) synthesise)
numerical)information)as)they)respond)to)the)reliability)of)sources)and)methodology.)
Personal*and*social*capability* *
Students)develop)personal)and)social)capability)as)they)learn)to)understand)and)manage)themselves,)their)relationships,)lives,)
work) and) learning) more) effectively.) There) are) many) opportunities) for) students) to) develop) personal) and) social) capability) in)
English.) The) study) of) English) helps) them) to) identify) and) express) their) own) opinions,) beliefs) and) responses) and) to) interact)
confidently)and)appropriately)in)a)range)of)social)contexts.)English)provides)students)with)opportunities)to)reflect)on)their)own)
and)others')learning)and)to)assess)and)adapt)their)individual)and)collaborative)skills)for)learning)with)increasing)independence)
and)effectiveness.)
Civics*and*citizenship* *
Civics)and)citizenship)content)involves)knowledge)and)understanding)of)how)our)Australian)society)operates.)In)their)study)of)
English,)students)demonstrate)their)active)participation)by)considering)how)civic)issues)are)represented)in)the)public)arena,)the)
socially)responsible)construction)and)use)of)media,)and)the)representation)of)Australian)images)and)significant)Australians.)
Difference*and*diversity* *
Students)experience)and)value)difference)and)diversity)in)their)everyday)lives.)Age,)beliefs,)gender,)language)and)race)are)some)
of)the)factors)that)comprise)difference)and)diversity.)English)provides)students)with)opportunities)to)deal)with)difference)and)
diversity)in)a)positive)and)informed)manner,)showing)awareness,)understanding)and)acceptance.)It)assists)them)to)develop)and)
express) their) sense) of) self,) to) connect) with) other) people) and) communities) and) to) understand) the) features) of) a) fair) and) just)
society) that) values) diversity.) Through) the) study) of) texts) from) a) range) of) perspectives,) countries) and) times,) English) develops)
students')understanding)of)others)and)builds)empathy)for)individual)differences.)
Work*and*enterprise* *
English) provides) opportunities) for) students) to) develop) knowledge,) understanding) and) skills) required) in) the) workplace) and) to)
develop) values) and) attitudes) about) work.) English) develops) many) of) the) key) skills) required) for) effective) participation) in) work)
environments,)including)literacy,)working)in)groups)and)skills)in)acquiring,)processing,)assessing)and)communicating)information,)
both)orally)and)in)a)variety)of)written)forms.)Through)the)study)of)English,)students)also)develop)an)understanding)of)the)ways)
in) which) language) is) used) for) particular) audiences,) purposes) and) contexts.) Additionally,) the) study) of) texts) with) workplace)
contexts) expands) students') understanding) of) the) world) of) work.) The) communication) skills) developed) through) the) study) of)
English)provide)a)platform)for)students)to)undertake)future)vocational)education)and)training.)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
5)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
A:!SPEAKING!AND!LISTENING!1!
A. communicate!through!speaking,!listening,!reading,!writing,!viewing!and!representing*!
EN1Q1A!communicates!with!a!range!of!people!in!informal!and!guided!activities!demonstrating!interaction!skills!and!considers!
how!own!communication!is!adjusted!in!different!situations!
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Term!1! Term!2! Term!3! Term!4!
Develop!and!apply!contextual!knowledge!!
understand that language varies when people take on different
roles in social and classroom interactions and how the use of key
interpersonal language resources varies depending on context
(ACELA1461)
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Understand!and!apply!knowledge!of!language)forms)and)features!
understand that there are different ways of asking for information,
making offers and giving commands (ACELA1446)
use turn-taking, questioning and other behaviours related to class
discussions
identify, reproduce and experiment with rhythmic, sound and word
patterns in poems, chants, rhymes and songs (ACELT1592)
explore different ways of expressing emotions, including verbal,
visual, body language and facial expressions (ACELA1787)
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Respond!to!and!compose!texts!!
communicate with increasing confidence in a range of contexts
engage in conversations and discussions, using active listening
behaviours, showing interest, and contributing ideas, information
and questions (ACELY1656)
describe in detail familiar places and things
use role-play and drama to represent familiar events and
characters in texts
use intonation to emphasise the need to seek further clarification of
a question
formulate open and closed questions appropriate to the context
use a comment or a question to expand on an idea in a discussion
use some persuasive language to express a point of view
use interaction skills including initiating topics, making positive
statements and voicing disagreement in an appropriate manner,
speaking clearly and varying tone, volume and pace appropriately
(ACELY1788, ACELY1789)
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
6)
)
)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
A:!WRITING!AND!REPRESENTING!1!
A. communicate!through!speaking,!listening,!reading,!writing,!viewing!and!representing*!
EN1Q2A!!plans,!composes!and!reviews!a!small!range!of!simple!texts!for!a!variety!of!purposes!on!familiar!topics!for!known!readers!and!
viewers!
Term!4!
Develop!and!apply!contextual!knowledge!!
understand how planning, composing and reviewing contribute to
effective imaginative, informative and persuasive texts
Understand!and!apply!knowledge!of!language!forms!and!features!
create short imaginative, informative and persuasive texts using
growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and
multimodal elements appropriate to the audience and
purpose(ACELY1661, ACELY1671)
understand the process of planning, drafting and publishing
imaginative, informative and persuasive texts
Respond!to!and!compose!texts!!
plan, compose and review simple imaginative, informative and
persuasive texts on familiar topics
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
7)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
A:!HANDWRITING!AND!USING!DIGITAL!TECHNOLOGIES!
A. communicate!through!speaking,!listening,!reading,!writing,!viewing!and!representing*!
EN1Q3A!composes!texts!using!letters!of!consistent!size!and!slope!and!uses!digital!technologies!
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!HADWRITING!ANING!DIGITAL!TECHNOLOGIES!
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Develop!and!apply!contextual!knowledge!!
understand that handwriting and presentation of work needs to
reflect audience and purpose in order to communicate effectively)
Understand!and!apply!knowledge!of!language!forms!and!features!
develop clear and consistent writing using NSW Foundation Style
as appropriate
Respond!to!and!compose!texts!!
write legibly and with growing fluency using unjoined upper case
and lower case letters(ACELY1663, ACELY1673)
use appropriate strategies when writing, eg maintaining correct
body position, holding/using writing tools or using assistive digital
technologies
construct texts featuring print, visual and audio elements using
software, including word processing programs (ACELY1664,
ACELY1674)
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
8)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
A:!READING!AND!VIEWING!1!
A)communicate)through)speaking,)listening,)reading,)writing,)viewing)and)representing)
EN1Q4A!draws)on)an)increasing)range)of)skills)and)strategies)to)fluently)read,)view)and)comprehend)a)range)of)texts)
on)less)familiar)topics)in)different)media)and)technologies)
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Term!1)
Term!2)
Term!3)
Term!4)
Develop!and!apply!contextual!knowledge!!
understand how readers' self-selection and enjoyment of texts is
informed by personal interests
Understand!and!apply!knowledge!of!language!forms!and!features!
recognise grammatical patterns to enhance comprehension, eg
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action verbs, words or groups of words that tell who, what, when,
where and how
recognise a clause as a complete message or thought expressed
in words, nounpronoun agreement, conjunctions
Develop!and!apply!graphological,!phonological,!syntactic!and!semantic!knowledge!
recognise soundletter matches including common vowel and
consonant digraphs and consonant blends (ACELA1458)
Respond!to,!read!and!view!texts!
read supportive texts using developing phrasing, fluency,
contextual, semantic, grammatical and phonic knowledge and
emerging text processing strategies, for example prediction,
monitoring meaning and rereading (ACELY1659)
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
9)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
10)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
A:!SPELLING!
A.!communicate!through!speaking,!listening,!reading,!writing,!viewing!and!representing*!
EN1Q5A!uses!a!variety!of!strategies,!including!knowledge!of!sight!words!and!letterQsound!correspondences,!to!spell!familiar!
words!
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recognise common prefixes and suffixes and how they change a word's
meaning (ACELA1455, ACELA1472)
isolate and write the initial, medial and final sound of a word
Understand!and!apply!knowledge!of!language!forms!and!features!
know that regular one-syllable words are made up of letters and
common letter clusters that correspond to the sounds heard, and how to
use visual memory to write high-frequency words(ACELA1778)
understand how to use digraphs, long vowels, blends and silent letters
to spell words, and use morphemes and syllabification to break up
simple words and use visual memory to write irregular words
(ACELA1471)
Respond!to!and!compose!texts!!
spell high-frequency and common sight words accurately when
composing texts
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
11)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
B:!SPEAKING!AND!LISTENING!2!
B.!use!language!to!shape!and!make!meaning!according!to!purpose,!audience!and!context!
EN1Q6B!recognises!a!range!of!purposes!and!audiences!for!spoken!language!and!recognises!organisational!patterns!and!features!
of!predictable!spoken!texts.!
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Develop!and!apply!contextual!knowledge!!
understand that people use different systems of communication to
cater to different needs and purposes and that many people may
use sign systems to communicate with others (ACELA1443)
listen to, recite and perform poems, chants, rhymes and songs,
imitating and inventing sound patterns including alliteration and
rhyme (ACELT1585)
explain personal opinions orally using supporting reasons, simple
inferences and reasonable prediction
Understand!and!apply!knowledge!of!language!forms!and!features!
identify organisational patterns and features of predictable spoken
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texts
identify language that can be used for appreciating texts and the
qualities of people and things (ACELA1462)
Respond!to!and!compose!texts!!
make short presentations using some introduced text structures
and language, for example opening statements (ACELY1657)
rehearse and deliver short presentations on familiar and new topics
(ACELY1667)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
!
12)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
B:!WRITING!AND!REPRESENTING!2!
B.!use!language!to!shape!and!make!meaning!according!to!purpose,!audience!and!context!
EN1Q7B!identifies!how!language!use!in!their!own!writing!differs!according!to!purpose,!audience!and!subject!matter!
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Develop!and!apply!contextual!knowledge!!
)
Understand!and!apply!knowledge!of!language!forms!and!features!
understand that different types of texts have identifiable text
)
compose and review written and visual texts for different purposes
and audiences
structures and language features that help the text serve its purpose
(ACELA1447, ACELA1463)
Respond!to!and!compose!texts!!
(ACELT1584, ACELT1591)
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
13)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
B:!READING!AND!VIEWING!2!
B.!use!language!to!shape!and!make!meaning!according!to!purpose,!audience!and!context!
EN1Q8B!recognises!that!there!are!different!kinds!of!texts!when!reading!and!viewing!and!shows!an!awareness!of!purpose,!
audience!and!subject!matter!
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Develop!and!apply!contextual!knowledge!!
recognise a range of purposes and audiences for imaginative,
informative and persuasive print and visual texts
Understand!and!apply!knowledge!of!language!forms!and!features!
understand concepts about print and screen, including how different
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Respond!to,!read!and!view!texts!
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
14)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
B:!GRAMMAR,!PUNCTUATION!AND!VOCABULARY!
B.!use!language!to!shape!and!make!meaning!according!to!purpose,!audience!and!context!
EN1Q9B!uses!basic!grammatical!features,!punctuation!conventions!and!vocabulary!appropriate!to!the!type!of!text!when!
responding!to!and!composing!texts!
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Develop!and!apply!contextual!knowledge!!
understand that ideas in texts can be organised to enhance meaning
using sentences and paragraphs
Understand!and!apply!knowledge!of!language!forms!and!features!
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recognise that capital letters signal proper nouns and commas are
used to separate items in lists (ACELA1465)
experiment with the use of quoted (direct) and reported (indirect)
speech
Understand!and!apply!knowledge!of!vocabulary!!
understand how texts are made cohesive through resources, for
example word associations, synonyms, and antonyms(ACELA1464)
recognise, discuss and use creative word play, eg alliteration and
onomatopoeia
Respond!to!and!compose!texts!
begin to organise ideas into paragraphs when composing texts
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
15)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
C:!THINKING!IMAGINATIVELY!AND!CREATIVELY!
C.!think!in!ways!that!are!imaginative,!creative,!interpretive!and!critical!
EN1Q10C!thinks!imaginatively!and!creatively!about!familiar!topics,!ideas!and!texts!3when!responding!to!and!composing!texts!
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Engage!personally!with!texts!!
engage in wide reading of self-selected and teacher-selected texts,
including digital texts, for enjoyment, and share responses
recognise the way that different texts create different personal
responses
respond to a wide range of texts through discussing, writing and
representing
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Develop!and!apply!contextual!knowledge!!
recognise and begin to understand how composers use creative
features to engage their audience
identify and compare the imaginative language used by composers
Understand!and!apply!knowledge!of!language!forms!and!features!
identify that different texts have different organisational patterns and
features for a variety of audiences
identify creative language features in imaginative texts that enhance
enjoyment, eg illustrations, repetition
Respond!to!and!compose!texts!
recreate texts imaginatively using drawing, writing, performance and
digital forms of communication (ACELT1586)
predict and discuss ideas drawn from picture books and digital
stories
use creative and imaginative features in role-play and drama
recognise similarities between texts from different cultural traditions,
eg representations of dragons in traditional European and Asian
texts
recognise the place of ancestral beings in Aboriginal and Torres
Strait Islander Dreaming stories
jointly adapt a well-known text for a different audience and purpose
express a range of feelings in response to a text
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
16)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
D:!EXPRESSING!THEMSELVES!
D.!express!themselves!and!their!relationships!with!others!and!their!world!!
EN1Q11D!responds!to!and!composes!a!rnage!of!texts!about!familiar!aspects!of!the!world!and!their!own!experiences!
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compose simple print, visual and digital texts that depict aspects of
their own experience
discuss characters and events in a range of literary texts and share
personal responses to these texts, making connections with
students' own experiences (ACELT1582)
discuss the place of Dreaming stories in Aboriginal and Torres Strait
Islander life
identify, explore and discuss symbols of Aboriginal and Torres Strait
Islander culture and recognise recurring characters, settings and
themes in Dreaming stories
identify, explore and discuss the morals of stories from a variety of
cultures, eg Asian stories, and identify their central messages
express preferences for specific texts and authors and listen to the
opinions of others (ACELT1583)
respond to a range of texts, eg short films, documentaries and digital
texts, that include issues about their world, including home life and
the wider community
Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
17)
Abermain)Public)School)
Scope)and)Sequence)Checklist))
))))))))))))))))))))))))Stage)1,)2014)
E:!REFLECTING!ON!LEARNING!
E.!learn!and!reflect!on!their!learning!through!their!study!of!English!
EN1Q12E!identifies!and!discusses!aspects!of!the!own!and!others!learning!
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Developed)by)S)Westwood,)adapted)by)K)Hill)and)W)Power)
18)