English

John Calvin SchoolsENGLISH Pre-Primary to Year 6 Documentation

“You shall love the LORD your Godwith all your heart, with all your soul,with all your strength,and with all your mind,and your neighbour as yourself.”

Luke 10:27

2014

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 2014

Copyright 2014, John Calvin Schools Support Office, for the use of the John Calvin Primary Schools.

A digital version of this document and its attachments is available at http://www.frsa.asn.au/PrimarySchools/PrimaryCurriculum/tabid/205/language/en-US/Default.aspx.Teachers and other staff at the John Calvin Schools may freely download, print, cut and paste or make any other use of this material, whether in print or digitally, with no further acknowledgement required.

For other people and organizations, incidental use is permitted, provided proper acknowledgement is made.People or organizations wishing to use substantial portions of this material should contact the John Calvin Schools Support Office for permission prior to use, at this address: aart.plug@frsa.asn.au.

This document will be reviewed from time to time. Feedback is solicited and will be appreciated. Please forward such feedback to the John Calvin Schools Support Office at aart.plug@frsa.asn.au .

Aart Plug, Curriculum OfficerJohn Calvin Schools Support Office, Armadale WA

December 2014

Thanks and acknowledgement is owed to colleagues Cheryl Versluis and Lisa Vanderlecq, teachers at Rockingham and Kelmscott John Primary Schools. To a very significant extent, this document is their work, especially the Learning Area Content Maps.

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Table of Content

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 2014

PLEASE NOTE: In the Australian Curriculum, the term FOUNDATION YEAR (or Level) is used to indicate the year of schooling before Year 1. This reflects the fact that the various State and Territory education systems in Australia use different names for this year level. Entry ages may also vary.

In Western Australia, the Foundation Year is referred to as PRE-PRIMARY.

In this document and the attached overviews, these terms are used interchangeably and in practice mean the same thing. As a rule, the term Foundation Year or Foundation Level is used when referring directly to the Australian Curriculum documents, and Pre-Primary will refer to the actual year levels within the John Calvin Schools Curriculum.

John Calvin SchoolsENGLISHPre-Primary to Year 6 Documentation

2014

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s

Foundation Statement........................................................................................................................................6

Rationale............................................................................................................................................................7Definition....................................................................................................................................................................7Purpose......................................................................................................................................................................7Aims............................................................................................................................................................................8

English Learning Area Outcomes.........................................................................................................................9Outcome 1: Foundational Understanding...............................................................................................................10Outcome 2: Language: Knowing about the English language..................................................................................10Outcome 3: Literature: Understanding, appreciating, responding to, analysing, evaluating and creating literature...................................................................................................................................................................................10Outcome 4: Literacy: Expanding the repertoire of English usage............................................................................11

Western Australian Curriculum Requirements..................................................................................................12Content strands........................................................................................................................................................12Achievement standards: Foundation to Year 6.........................................................................................................13Content Maps – Foundation to Year 6......................................................................................................................14General Capabilities in English..................................................................................................................................15

Literacy.........................................................................................................................................15Numeracy.....................................................................................................................................15Information and Communication Technology (ICT)......................................................................15Critical and Creative Thinking.......................................................................................................16Personal and Social Capability......................................................................................................16Ethical Understanding..................................................................................................................16Intercultural understanding.........................................................................................................17

Cross-Curriculum Priorities In English.......................................................................................................................18Aboriginal and Torres Strait Islander histories and cultures.........................................................18Australia and Australia’s engagement with Asia..........................................................................18Sustainability................................................................................................................................19

Teaching and Learning in English......................................................................................................................20Essential Practices for Teaching English............................................................................................................20Essential Principles and Pedagogies for Teaching English.................................................................................24

Assessment of Student Learning.......................................................................................................................26

School based requirements..............................................................................................................................26Time allotments................................................................................................................................................26Student tracking................................................................................................................................................26Minimum standards..........................................................................................................................................26

Resources.........................................................................................................................................................26

Audit and Review.............................................................................................................................................26

APPENDICES.....................................................................................................................................................27APPENDIX 1: AC ENGLISH: OVERVIEW OF CONTENT STRANDS – Foundation to Year 6..................................28APPENDIX 2: AC ENGLISH: OVERVIEW OF ACHIEVEMENT STANDARDS – Foundation to Year 6.....................36APPENDIX 3: AC ENGLISH Scope and Sequence – GRAMMAR AND PUNCTUATION........................................38APPENDIX 4: AC ENGLISH Content Maps.........................................................................................................41

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John Calvin Schools: English Learning Area

At the John Calvin Schools,

students understand that language is a gift from God,

to know, worship, confess and serve Him,

to learn about and reflect on His Word and work,

and to serve the well-being of their neighbour,

in accordance with the instruction of Holy Scripture.

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 20145

Foundation Statement

The study of English underpins all learning at the John Calvin Schools and is founded on Biblical principles. God revealed Himself, His works and His will to people through language. By His Word, God created people perfect and in His image, for the purpose of praising Him (Gen 1:1, Heb 11:3, Col 1:16). In order that people could communicate with God, He provided them with the gift of language. They were expected to use this gift to God’s glory in the task of governing His created world (Gen 1:26-27, Rev 4:11, LD 3, COD Art 1, BC Art 12-14).

At the John Calvin Schools, students are taught that language is a gift from God. They use this gift to know and worship God, to learn about and reflect on His Word and work. Through language, students serve the well-being of their neighbour, as instructed in God’s Word (Matt 22:37-39, Eph 4:29-32, Gal 5:13-15).

We recognise that at present, people are unable to serve God perfectly. Disobedience to God in Paradise, resulted in the corruption of all creation, including the use of langauge (Gen 3:15; James 3: 5 & 6). Language is used in ungodly ways to defend and promote man’s own reputation and to harm his neighbour (Rom 16:17-18, Rev 21:8). God in His grace, through Christ, has redeemed language (Rom 2:1-11, John 3:16-18; 6:38-40). For this reason, students at the John Calvin Schools are called to live and act in ways that demonstrate their thankful obedience to God for his salvation, using language to the glory of God’s Name, for the promotion of His Kingdom and in obedience to His will (Ps 8, Titus 3:1-7, Eph 4:21-25, Gal 5:22-23, Rev 4:11, LD 3). Our eternal perspective acknowleges that when Christ returns, language will be restored to its original purpose and God’s people will glorify Him in perfection (2 Tim 2:12, Rev 21:5).

“Let the words of my mouth and the meditation of my heartbe acceptable in Your sight, O LORD, my strength and my Redeemer.”

(Psalm 19:14)

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Rationale

Definition

The study of English is central to the learning and development of students at the John Calvin Schools. While Standard Australian English is dynamic and evolving, it is recognised as the ‘common language’ of Australians and the standard for spoken and written language in formal, conventional or structured settings in Australia (The Australian Curriculum: English). Since Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English (The Western Australian Curriculum v4.2: Rationale). Therefore, proficiency in English is invaluable for students so they can effectively analyse, understand, communicate and build relationships with others in their world.

Language is a method of human expression and communication which can be non-verbal (body language) or verbal (written or spoken use of words in a conventional or structured way). The development of the English language requires:

Learning the language: development of vocabulary, language forms and structures

Learning about the language: knowing about language conventions and how they work to influence communication and understanding.

Learning through the language: finding, organising and presenting information; developing, evaluating and reflecting on concepts and ideas.

Purpose

The primary purpose of English teaching and learning at the John Calvin Schools, is for students to listen to, read, understand and reflect on God’s Word in order to apply it to their lives. This purpose supports students in using language appropriately to know, confess, worship and serve God (John Calvin Schools English Rationale, Phil 4:8).

Since a competant grasp of the English language is fundamental to all areas of life, teaching and learning of English at the John Calvin Schools develops the knowledge and skills students need for effective communication and relationships with other people in their education, training, workplace and life, in ways that honour God and serve their neighbour. Through the study of God’s Word as the foundation for Godly wisdom, students are supported and guided to become ethical, thoughtful, informed and active members of society. Students learn to understand and analyse the world around them through their Christian world view, for the promotion of God’s Kingdom and in obedience to His will (The Western Australian Curriculum v4.2: Rationale, John Calvin Schools English Rationale).

“The primary purpose of English teaching and learning at the John Calvin Schools,

is for students to listen to, read, understand and reflect on God’s Word in order to apply it to their lives.”

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Aims

At the John Calvin Schools, the teaching of English aims to ensure that students will:

1. Use language to confess God’s nameAs prophets, students will use language to confess God’s name, understand and reflect on His Word, and witness His love to others. Students will ensure their language interactions are governed by the instruction of Scripture concerning truth, humility, respect and justice (Ps 35:28, Heb 13:15, Rom 10:9 & 10; 13:10).

2. Dedicate all forms of language to God As priests, students will dedicate all forms of language and communication in obedience to God as living sacrifices of thankfulness (Prov 10:20, 1 Peter 2:5). Since language is the prime medium of social interaction, students will use it in a manner that is loving (Eph 4:16, 25), truthful (Ps 15, Matt 7:1, John 8:44), holy (Eph 5:4), gracious (Coll 4:6), courteous (1 Peter 3:15) and up-building (Eph 4:29, Proverbs 11:13; LD 43). This means students will refrain from using hurtful, vulgar, obscene or blasphemous language as well as speak out against such language when it is used by others.

3. Use language to promote God’s Kingdom As kings, students will use language to promote God’s Kingdom in the world. Through critical analysis, they will confront or oppose whatever is not from God (1 Tim 1:18-19, Eph 6:11, Gal 5:16).

4. Understand and use language conventions effectivelyStudents will develop their functional literacy as they strive to use language conventions effectively, recognising that they are essential tools for an understanding of Scripture and for meaningful communication. Students will be encouraged and supported to use their God given gifts and abilities wisely as they listen to, read, view, speak, write, create and reflect on spoken, written, and multimodal texts across a range of contexts with accuracy, fluency and purpose.

5. Critically analyse values and beliefs underpinning languageOn the basis of God's Word, students will develop critical literacy, recognising and understanding the values and beliefs that underlie the use of English.

6. Develop a life-long appreciation of literacy Students will develop an appreciation of literacy and a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue. The John Calvin Schools aim to provide the foundation for students life-long learning and appreciation of language.

As prophets, priests and kings,students will develop their

functional literacy,critical literacy

and appreciation of literacyas a foundation for life-long learning.

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English Learning Area OutcomesTeaching and learning in the English Learning Area at the John Calvin Schools is subject to the requirements of the Western Australian Curriculum Assessment and Outline (SCSA) located at: www.scsa.wa.edu.au/internet/Years_K10. The Western Australian Curriculum divides the study of English into three interrelated strands: Language, Literature and Literacy. At the John Calvin Schools, these requirements will be met in a manner that is consistent with our distinctively Reformed character and identity with the following outcomes:

Outcome 1: Students understand that language is a gift from God, to know, worship, confess and serve Him, to learn about and reflect on His Word and work, and to serve the well-being of the neighbour, in accordance with the instruction of Holy Scripture.

Outcome 2: Students develop their knowledge of the English language and how it works.

Outcome 3: Students engage in the study of literary texts of personal, social, cultural and aesthetic value.

Outcome 4: Students develop the knowledge and skills to interpret and create spoken, written, visual and multimodal texts.

Teaching, learning, and assessment programs at the John Calvin Schools, will balance and integrate all four outcomes so that the requirements of the Language, Literature and Literacy strands are met and the development of student knowledge, understanding and skills is supported.

A clear understanding and application of the John Calvin School outcomes to the strands of Language, Literature and Literacy are delineated on the following pages.

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 20149

Outcome 1: Foundational UnderstandingStudents understand that language is a gift from God, to know, worship, confess and serve Him, to learn about and reflect on His Word and work, and to serve the well-being of the neighbour, in accordance with the instruction of Holy Scripture.

Outcome 2: Language: Knowing about the English language.Students develop their knowledge of the English language and how it works.

Definition The Language strand is defined as the knowledge of the English language and how it works (The Western Australian

Curriculum: Language).

Aim Students will learn how language enables people to interact effectively, to build and maintain their relationships, and to

express and exchange their knowledge, skills, attitudes, feelings, and opinions. A consistent way of understanding and talking about language will enable students to reflect on their own speaking and

writing, its efficacy, fluency and creativity, and to discuss this productively with others.

Features A significant feature of this strand includes the patterns and purposes of English usage, including spelling, grammar and

punctuation. By developing a body of knowledge about these patterns and their connections, students learn to communicate effectively through coherent, well-structured sentences and texts.

Context within the John Calvin SchoolsAt the John Calvin Schools, students understand that: language conventions, while man-made, are essential tools for an understanding of Scripture and for meaningful

communication about and within the Scriptures language enables them to interact effectively as a community of covenant believers, to build and maintain relationships

and to express and exchange knowledge, skills, attitudes, feelings and opinions in accordance with God’s Word language is constantly changing and affected by secular attitudes, values and beliefs. Students learn to discern language

changes in order to remain obedient to God and subservient to His Word.

Outcome 3: Literature: Understanding, appreciating, responding to, analysing, evaluating and creating literature.Students engage in the study of literary texts of personal, social, cultural and aesthetic value.

Definition The Literature strand is defined as students engagement with and study of literary texts that have personal, cultural,

social, and aesthetic value (The Western Australian Curriculum: Literature). The term Literature refers to literary texts across a range of cultural contexts. It includes past and present works that are

valued for their form and style and are recognised as having enduring or artistic value.

Aim Students will engage with a broad range of literature forms such as novels, poetry, short stories, plays, fiction (including

picture books), multimodal texts (such as film) and a variety of non-fiction texts.

Features A significant feature of this strand is the attention given to texts that have the potential for enriching students’ lives and

expanding the scope of their experience.

Context within the John Calvin SchoolsAt the John Calvin Schools, students learn to: identify, analyse and evaluate the attitudes, values, beliefs and world-views that are expressed in literary texts on the

basis of God’s Word apply the skills and disposition needed to analyse and understand the spiritual, philosophical, moral, political and

aesthetic bases on which many texts are built interpret texts with the purpose of expanding and enriching the scope of their experiences. These experiences will

provide opportunities for growth in Biblical discernment.

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Outcome 4: Literacy: Expanding the repertoire of English usageStudents develop the knowledge and skills to interpret and create spoken, written, visual and multimodal texts.

Definition The Literacy strand is defined as the knowledge, skills and dispositions needed to interpret and use language confidently

for learning and communicating in and out of school and for participating effectively in society (The Western Australian Curriculum: Literacy).

Aim The Literacy strand aims to develop appropriateness, accuracy, confidence, fluency and efficacy in English across a range

of different contexts and settings. Daily oral language will be complemented by more crafted oral, written, and multimodal uses.

Features A significant feature is the flexible, sustainable mastery of a set of capabilities in the use and production of traditional

texts and new communications technologies using spoken language, print and multimedia.

Context within the John Calvin SchoolsAt the John Calvin Schools, students learn to: interpret and create texts with appropriateness, accuracy, confidence, fluency and efficacy from a Biblical perspective create texts for the promotion of God’s name within the wider community listen to, view and read, with increasing Biblical discernment, an expanding range of texts express their knowledge and opinions in a Godly manner when developing texts become critical and informed users of technology as a tool for enhancing literacy learning.

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Western Australian Curriculum Requirements

The Western Australian Curriculum and Assessment Outline is a Pre-primary to Year 10 curriculum that provides a comprehensive set of prescribed content and achievement standards which schools will use to plan student learning programs, assess student progress and report to parents. The Outline is informed by the Belonging, Being & Becoming: The Early Years Learning Framework (EYLF) and the Australian Curriculum so that the aims of the Melbourne Declaration are met. The Western Australian Curriculum includes three cross-curriculum priorities and seven general capabilities. It also comprises Kindergarten Curriculum Guidelines.

Content strands

The Western Australian Curriculum is organised around the interaction of three Content Strands: Language, Literature and Literacy (described in section: English Curriculum Outcomes). Each of the strands is grouped in sub-strands (see table below) and include content descriptors that articulate what is to be taught and learnt.

Language Literature Literacy

Language variation and change Literature and context Texts in contextLanguage for interaction Responding to literature Interacting with others

Text structure and organisation Examining literature Interpreting, analyzing and evaluatingExpressing and developing feelings Creating literature Creating texts

Sound and letter knowledge

An overview of the Australian Curriculum: English - Foundation to Year 6 Content Strands is provided in Appendix 1. They are organized according to Year groups from Foundation to Year 6 and include the sub-strands and content descriptors for year group teachers to use in their planning, teaching and assessments.

PLEASE NOTE: In the Australian Curriculum, the term FOUNDATION YEAR (or Level) is used to indicate the year of schooling before Year 1. This reflects the fact that the various State and Territory education systems in Australia use different names for this year level. Entry ages may also vary.

In Western Australia, the FOUNDATION Year is referred to as PRE-PRIMARY.

In this document and the attached overviews, these terms are used interchangeably and in practice mean the same thing. As a rule, the term Foundation Year or Foundation Level is used when referring directly to the Australian Curriculum documents, Pre-Primary will refer to the actual year levels within the John Calvin Schools.

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Achievement standards: Foundation to Year 6

OverviewFor Pre-primary to Year 10, the Australian Curriculum achievement standards will describe expected achievement at each year level for each learning area. Student achievement will be reported against the achievement standards for the year level of the student. An overview of Foundation to Year 6 achievement standards is provided in Appendix 2 Reference to the Achievement Standards are also provided in the P-6 Year Level Content Maps (Appendix 4)

Reporting of Student Achievement In Western Australia, student achievement is reported on a five-point scale for all years from Pre-primary to Year 10. In the Pre-primary to Year 10 years, schools are required to report in English each semester (twice yearly).

In Years 3 – 10 the following table of letter grades and achievement descriptors must be used but flexibility is provided for systems or schools in Pre-primary to Year 2 reporting.

Letter Grade Achievement descriptorA Excellent The student demonstrates excellent achievement of what is expected for this year level.B High The student demonstrates high achievement of what is expected for this year level.C Satisfactory The student demonstrates satisfactory achievement of what is expected for this year level.D Limited The student demonstrates limited achievement of what is expected for this year level.E Very low The student demonstrates very low achievement of what is expected for this year level.

In the Pre-Primary year, schools are required to report using achievement descriptors but without letter grades. The achievement descriptors used may be system-based or school-based or those in the table above, but must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline. In Years 1 – 2 schools are required to report using system-based or school-based achievement descriptors or those in the table above and may use the letter grades. For Years 3 – 10 schools must report using the letter grades and achievement descriptors provided in the table above. The achievement descriptors are aligned with the achievement standards described in the Western Australian Curriculum and Assessment Outline. If there is a legitimate reason for a student to be following a modified curriculum (for example, an individual education plan, documented learning plan or differentiated learning plan), schools should negotiate and document any variation to the reporting of the student’s achievement with the student and her/his parents or carers.

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Content Maps – Pre-Primary to Year 6

Content maps for each year level from P-6 have been provided (Appendix 4) to support teachers at the John Calvin Schools when planning, teaching and assessing English. The content maps are based on the achievement standards and content descriptors in The Australian Curriculum English strands of Language, Literature and Literacy.

Content maps are organised in Year level groups according to the areas of: Reading and Viewing Writing Speaking and Listening

It should be clearly understood that the teaching and learning of reading and viewing, writing, and speaking and listening, cover receptive and productive language use and are interwoven. This should be reflected in planning documentation and everyday classroom practice.

Aspects featured in the content maps have been identified as critical to the ongoing literacy achievement of all our students.

The content maps aim to: provide guidelines for key areas of skill development identify key targets of expected student progress from Pre-Primary to Year 6 describe the development of literacy knowledge, skills and strategies typically expected of most students support teachers at the John Calvin Schools to plan, teach and assess literacy reinforce the need for continuity in literacy and learning focus on literacy teaching that is explicit, systematic and balanced embed the cornerstones and frameworks for quality literacy teaching and learning at the John Calvin Schools.

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General Capabilities in English

The Australian Curriculum lists seven General Capabilities that encompass the knowledge, skills, behaviours and dispositions considered essential to the outcomes of teaching and learning. As with all other elements of the curriculum, these are to be addressed in a manner which is embedded in and consistent with the distinctively Reformed identity of the John Calvin Schools.

Although the seven General Capabilities apply to all curriculum areas, their distinctive applications within the English learning area include the following:

Literacy

Overview The English learning area has a central role in the explicit development of literacy. Literacy knowledge, skills and

dispositions are applied to all learning areas for a range of purposes and audiences. Students interpret and create spoken, print, visual and multimodal texts in a wide variety of contexts and use language

confidently for learning and communicating in and out of school and for participating effectively in society.

Context within the John Calvin Schools At the John Calvin Schools, growth in the literacy capability explicitly includes the ability to read, understand and apply

the Word of God in all contexts and situations, and to practice Biblical discernment when interpreting and creating spoken, print, visual and multimodal texts for a range of purposes.

Numeracy

Overview Students use numeracy skills when interpreting and creating texts involving quantitative and spatial information such as

percentages, statistics, numbers, measurements and directions. They will learn to analyse and synthesise numerical information, and to evaluate the reliability and validity of conclusions drawn from it.

Visual texts (such as maps, diagrams, tables, graphs and graphic organisers) present a range of numeric demands. Interpreting and creating these texts requires a competent grasp of English.

Context within the John Calvin Schools At the John Calvin Schools, growth in the numeracy capability will explicitly include the development of clarity, accuracy

and consistency as a thankful and appreciative response to the order within which God has framed created reality.

Information and Communication Technology (ICT)

Overview As students interpret and create texts, they develop their capability in ICT, including word processing, navigating and

following research trails, and selecting or evaluating information found online. In particular, they employ ICT to access, analyse, modify and create multimodal texts (such as digital publishing).

Students use ICT when they conduct research online, or communicate with others electronically.

Context within the John Calvin Schools At the John Calvin Schools, growth in the ICT capability will explicitly include the ability to make and apply moral and

ethical judgments, based on Scripture, in the use of ICT resources and the content they have access to.

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 201415

Critical and Creative Thinking

Overview Students employ critical and creative thinking through discussions, analysis of texts and the creation and presentation of

their own written, visual and multimodal texts. This requires and allows for the development of imagination, innovation and critical discernment in order to develop the ability to see existing situations in new ways.

Through reading, viewing and discussion with others, students critically analyse the opinions, points of view and unstated assumptions embedded in texts, resulting in the development of critical thinking as they state and justify a point of view and respond to the views of others.

Context within the John Calvin Schools At the John Calvin Schools, the growth of Critical and creative thinking is explicitly embedded in the authority of God’s

Word over all of life. All critical and creative thinking must be tested for agreement to the instruction of Scripture and be in submission to God’s commands. In all of these aspects, students will develop in their ability to ‘test the spirits, to see whether they are from God’ (I John 4:1).

Personal and Social Capability

Overview The study of English helps students to understand how language is central to their personal and social identity in their

relationship with God, and as a key component of social interactions. Through close reading and discussion of texts, students experience and evaluate a range of personal and social behaviours and perspectives in different social contexts.

Through the study of English, students develop communication skills and a method of self-expression that applies to all areas of learning. This will assist students to become effective communicators who are able to articulate their beliefs and opinions, interact and collaborate with others and respond to God’s covenant love.

Context within the John Calvin Schools At the John Calvin Schools, growth in personal and social capability is explicitly embedded in the Bible’s instruction that

students have been created in the image of God and sanctified in Christ. They are called to be humble, diligent and loving, in the service of God and their neighbour.

Ethical Understanding

Overview Students develop ethical understanding as they evaluate the issues and dilemmas present in a range of texts. They will

explore how ethical principles affect people’s behaviour, attitudes and judgments about behaviour. Students apply the skills of reasoning, empathy and imagination, consider and make judgments about actions and motives, and speculate on how life experiences affect and influence people’s decision making and whether various positions held are reasonable. Students will carefully consider the degree to which actions and attitudes stand the test of God’s Word.

Context within the John Calvin Schools At the John Calvin Schools, the development of ethical understanding will be explicitly and comprehensively governed by

the will of God for the lives of people, as He has revealed it in His infallible Word. Students will grow in ethical understanding as they learn about and reflect on Biblical teaching concerning right and wrong, the power of sin, and the forgiving and restoring grace of Jesus Christ in their lives and the lives of others. It is especially through language that these understandings are conveyed and reinforced in the hearts and minds of students.

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Intercultural understanding

Overview The study of English enables students to learn about their own culture and those of others, to explore the way personal,

group and national identities are shaped, and to interact with critical discernment with aspects of their own and other cultures. They learn to recognise commonalities and differences, create connections with others and cultivate mutual respect.

Through the study of the English language, students examine the ways English has been influenced by different cultural groups, languages, speakers and writers.

Students interpret a range of texts and learn to discern the cultural beliefs and assumptions embedded in them. Students use intercultural understanding to comprehend and create texts from diverse cultural perspectives and

empathise with a variety of people and characters in various cultural settings.

Context within the John Calvin Schools At the John Calvin Schools, development of intercultural understanding will be explicitly governed and shaped by the

instruction of Scripture. Students develop intercultural understanding as they learn to value their own culture, languages and personal and

community history. They come to understand the variable and changing nature of culture, and the way it is shaped and influenced by (obedient or disobedient) responses to the Gospel.

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Cross-Curriculum Priorities In English

The Western Australian Curriculum aims to be relevant to the lives of students and address the contemporary issues they face. With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to these three priorities:

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability.

Cross-curriculum priorities are embedded in all learning areas. The content descriptions that support the knowledge, understanding and skills of the cross-curriculum priorities are tagged with icons (teachers can click on the hyperlink which will provide further information on each priority: Cross-curriculum priorities in English)

Aboriginal and Torres Strait Islander histories and cultures

Overview Through the study of English, value is placed on Aboriginal and Torres Strait Islander histories and cultures. Students are

able to learn more about Aboriginal and Torres Strait Islander languages, literatures and literacies. Students will be taught that there are many languages and dialects spoken in Australia and that these languages may

have different writing systems and oral traditions.

Context within the John Calvin Schools All students will develop an awareness, appreciation, and respect for the literature of Aboriginal and Torres Strait

Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. This will be developed within the framework of a Biblical worldview which honours God as the Creator, Sustainer and Redeemer of all things.

Christian engagement with Indigenous Australians requires a sensitive awareness of indigenous history and culture. Students will be taught to develop respectful, critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features through their Christian world view. The belief systems, ways of knowing, thinking and doing, of Indigenous history and culture should be challenged on the basis of Scripture. The need to share the Gospel of Christ through language, literacy and literature should be acknowledged.

Australia and Australia’s engagement with Asia

Overview The priority of Asia and Australia’s engagement with Asia, provides rich and engaging contexts for developing students’

abilities in listening, speaking, reading, viewing and writing.

Context within the John Calvin Schools Students are encouraged to explore and appreciate the diverse range of traditional and contemporary texts from and

about the peoples and countries of Asia through the framework of a Biblical worldview. This will enable students to understand how Australian culture and the English language have been influenced by Asian languages and culture. They will consider how this diversity presents challenges and opportunities for proclaiming the Gospel of Christ.

Students will develop communication skills that reflect cultural awareness and intercultural understanding.

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Sustainability

Overview In the area of English, students are assisted to develop the skills necessary to investigate, analyse and communicate

ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. The priority of sustainability provides rich and engaging contexts for developing students’ abilities in listening, speaking, reading, viewing and writing.

Context within the John Calvin Schools The content in the language, literature and literacy strands is essential in the development and sharing of knowledge

about sustainability from a Christian worldview that acknowledges God as the Creator and sustainer of all things, the effect of sin on creation and human activity within it, and faithful stewardship that gives praise to God alone.

In this learning area, students may interrogate a range of texts with the understanding that Biblical stewardship shapes their decision making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures that reflect the Biblical values of care, respect and responsibility for God’s creation.

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Teaching and Learning in English

Essential Practices for Teaching EnglishThe following essential practices form the integral underpinnings of an English instructional program at the John Calvin Schools:

1. Linguistic Competence 2. Phonological Awareness3. Vocabulary Knowledge 4. Fluency5. Text Comprehension6. Text Creation

All six practices are inseparable; each is influenced by, and in turn acts upon, all the others. Without these practices, the quality and effectiveness of the English program will be significantly compromised. Each practice will be defined and articulated in further detail.

Linguistic Competence

DefinitionLinguistic competence is the ability to use language effectively to convey ideas, thoughts and feelings. It is also the ability to understand how the English language works.

ApplicationDevelopment of linguistic competence involves intentional and planned use of learning experiences that include the following elements:

Concepts of print and screen: how print works and looks in books and on screens; purpose and function of print/screenStudents develop concepts about print from a very early age. A students’ knowledge of concepts about print/screen on entry to school is a major factor in determining their literacy levels. Instruction of concepts of print/screen is fundamental to reading and writing acquisition.

Oral language: use of spoken textsOral language is more than words – it is a bridge into literacy and the foundation for all literacy learning. Before reading and writing, students have thoughts, words and language to express. Therefore, much of what happens in literacy begins with oracy or talk. Oral language develops through practice – most effectively through conversations with a language user who can model more sophisticated structures and vocabulary. Teachers across all years of schooling will intentionally plan for a wide variety of oral language activities and purposefully build them into daily routines.

Semantic knowledge : meaning of words, phrases and sentencesStudents listen to and read a wide variety of texts and make meaning from them by applying their semantic knowledge through text processing strategies such as monitoring, predicting, confirming, re-reading, reading on, and self-correcting.

Understanding of syntax: grammatical features, word order, patterns, structure and formation of sentences Syntactic knowledge is evident when readers use what they know about the grammar of spoken and written English language to make meaning about what they have heard or read. Purposeful oral interaction (student/teacher and student/student) in whole-class, small group and one-on-one discussions, will provide opportunity to use, develop and expand syntax.

Phonology development: connection between sounds and symbols

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Phonological Awareness

DefinitionPhonological awareness is the ability to recognize, combine and manipulate the sound units from spoken words. Phonological awareness is the auditory understanding that speech is composed of sentences; sentences are made up of words; words are comprised of syllables; and syllables are comprised of phonemes (smallest unit of sound).

Application Phonological awareness is a broad skill that covers a number of subsets that need to be included in the teaching and learning program:

Phonemic awareness: ability to identify, think about, and manipulate the individual sounds (phonemes) in spoken words. Before children learn to read, they need to become aware of how the sounds in words work. Children can show us that they have phonemic awareness in several ways, including: recognising which words in a set of words begin with the same sound; isolating and saying the first or last sound in a word; combining or blending the separate sounds in a word to say the word; and breaking a word into its separate sounds. Phonemic awareness is not phonics. Phonemic awareness is the understanding that the sounds of spoken language work together to make words. Phonics is the understanding that that sounds and written letters are connected in a predictable relationship. If children are to benefit from phonics instruction, they need phonemic awareness. The reason is obvious: children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to the graphemes when they see them in written words. Acquiring phonemic awareness is the foundation for spelling and word recognition skills.

Phonics: knowledge of letter-sound correspondences and their application to reading and spelling. The focus of phonics learning helps students understand how letters are linked to sounds which form patterns for decoding (reading) and encoding (writing/spelling). These skills should be taught explicitly and systematically until mastery is achieved. Phonics instruction begins in the first year of formal education. The sound-letter correspondences should be introduced in a defined sequence with each step building on the previous.

Graphophonic awareness: connection between sound and print; smallest units of written language. A grapheme is the fundamental unit in written language and includes alphabetic letters, numerals and punctuation marks. Multiple graphemes may represent digraphs (two graphemes such as ‘sh’ or ‘ch’) and trigraphs (three graphemes such as ‘tch’).

Syllabification: words can be segmented into larger sound chunks (syllables)Students need opportunity to ‘play’ with words and identify/segment them into syllables.

Onset and rime: The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat). Not all words have onsets. Students need to become fluent in identifying onset and rime; breaking words into onset and rime; building word families using knowledge of onset and rime; and using their knowledge of onset and rime to spell words.

Rhyming: students identify and generate two or more words that have a repetition of similar sounds (usually at the end of the words).

Blending / segmenting: When students combine individual phonemes to form words, they are blending. They also are blending when they combine onsets and rimes to make syllables and combine syllables to make words. When students break words into their individual phonemes, they are segmenting the words. They are also segmenting when they break words into syllables and syllables into onsets and rimes.

Morphological awareness: ability to recognise, understand and use the parts of words that carry or modify meaning (for example, root words, word families, word endings, prefixes, suffixes are all morphemes which can be added or taken away from a word to alter its meaning).

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Vocabulary Knowledge

DefinitionUnderstanding of words and their meanings.

ApplicationDeveloping a strong vocabulary is essential if children are to become successful literacy learners who are able to competently use vocabulary when reading and writing, for verbal expression, analytical and critical thinking and comprehension skills.

Vocabulary skills need to be developed in the area of: Receptive vocabulary: language ‘input’ – ability to understand or comprehend language heard or read Expressive vocabulary: language ‘output’ – ability to put thoughts and ideas into words or sentences in a way

that makes sense and is grammatically accurate. This involves learning about:

Linking words: framework on which a sentence is built aroundStudents learn high frequency words to the point of automaticity.

Content words: subject specific wordsWords that are either specific to a subject or field of study (such as ‘lava’), or have a specific meaning within the subject area or field of study (such as ‘difference’ in mathematics has a specific meaning).

Meta-Language: language about languageAllows students to clearly and effectively reflect on and talk about their own learning and language use.

The building of vocabulary knowledge extends beyond the English programme, and is an essential element of teaching and learning in all learning areas.

Fluency

DefinitionAbility to read or write text automatically and accurately.

ApplicationReading fluency is an important skill that allows students to read effortlessly and expressively without conscious effort. Attention should be given to it in the classroom as students who read fluently are more able to comprehend the text. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge.

Fluent readers know: how to divide text into meaningful chunks when to pause appropriately within and at the end of sentences when to use phrasing and intonation appropriately when to change emphasis and tone.

Fluency instruction should focus on three important areas: letter-sound fluency, sight word fluency and oral reading fluency. Research on fluency instruction has shown that students who receive competent modelling of fluent reading and have plenty of opportunity to read and reread passages orally as they receive guidance and/or feedback, become better readers. Fluency develops gradually over considerable time and through substantial practice.

Writing fluency is important for students to be able to record words and sentences accurately and effortlessly so that focus can be placed on meaning. Therefore, students require, and teachers must plan for, plenty of opportunities for writing practice, to support the attainment of automaticity and fluency in decoding, word-recognition skills and knowledge of text structures.

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Text Comprehension

DefinitionThe overarching aim of literacy learning is to make meaning from text.

ApplicationComprehension is a complex process that involves conscious interaction between the reader and the text. Reading comprehension is critical to reading proficiency. Competent readers are purposeful. They monitor their reading and actively employ a variety of strategies that enable them to build meaningful connections. All readers should be taught reading strategies in different reading contexts. Students must engage with texts at all stages of the reading process: at the beginning (setting the scene and purpose); during (monitoring understanding) and at the end (organising and summarising).

Time spent reading is important to increasing comprehension. Providing opportunities to read different text types for different purposes is valuable. Instruction in comprehension monitoring strategies should be explicit so that readers are made aware of a range of strategies and why/when they should use them. This will enable readers to use comprehension strategies flexibly and in combination in a range of texts.

Text Creation

DefinitionText creation involves the application of a broad range of key literacy elements to create meaning through spoken, print and visual texts.

Text creation goes hand in hand with text comprehension. The focus in text creation is on students using the knowledge they have gained through comprehension of texts (written and oral texts) and to apply this learning to the process of text creation, for the purpose of effectively conveying meaning through text.

ApplicationStudents should be given plenty of opportunities for text creation, learning to use a wide variety of text forms: spoken, written and multimodal, for real audiences and authentic purposes. Instruction in text creation also involves the teaching, practice and application of skills, specifically including handwriting, spelling and punctuation.

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Essential Principles and Pedagogies for Teaching English

The Western Australian Curriculum refers to Principles and Pedagogies of Teaching and Learning. These principles and pedagogies focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The Western Australian Curriculum states that a collaborative effort is needed to implement these principles and pedagogies in ways that are appropriate to individual schools.

A shared understanding of principles and pedagogies that support the teaching and learning of English at the John Calvin Schools, is critical for effective planning and teaching.

At the John Calvin Schools, the following principles and pedagogies are seen to be essential in the area of English:

EnjoymentLaughter and enjoyment are the best contexts for learning, practicing skills, and thinking imaginatively. Enjoyment in learning will increase motivation to learn, develop a willingness to take risks and learn from mistakes. Activities can be playful even when they are not actually play. Allow students to play with sounds, words, sentences and language.

EnthusiasmThe greatest influence on a students’ literacy learning is the teacher and the quality of the teaching that takes place in the classroom. An enthusiastic teacher has the potential to powerfully impact on the learning environment. Teachers who show an interest in literature, literacy and language will inspire their students to learn.

Purposeful instructionAll English instruction should be firmly embedded in authentic, meaningful learning experiences, and allow generously for student interaction and reflection. The John Calvin Schools will provide an environment in which knowledge, skills and values are seen as an integrated whole, and their development as a lifelong endeavour. As part of the reflective process, teachers should emphasise the interconnectedness of knowledge, skills and values, both within English and across different learning areas.

Practicing, repeating and applying skillsRehearsing skills in similar tasks or new contexts, helps students to build mastery to the point of fluency and atuomaticity. It also allows them to consolidate their skills, enjoy their own expertise and share it for the benefit of others.

Exlicit and systematic instructionStudents learn by watching others or being shown how to do something. Adults or peers may directly instruct, model, guide or demonstrate. Deliberate explanation and demonstration of new learning through well planned and sequenced lessons is critical. A strong programme of systematic and explicit instruction helps prevent or mitigate the development of lifelong literacy difficulties. Explicit and systematic teaching should not be confused with drill and practice or authoritarian classrooms where teachers focus on informing and testing, memorising and regurgitating.

Representing ideas and experiencesStudents deepen their understandings as they communicate their thinking in many different ways (play, pictures, creative movement, drama, models, speaking). It is important that they express their ideas, listen to other people’s ideas, verbalise their understandings and use language about learning.

DifferentiationTeachers recognise that students differ in talents, readiness, interests and learning needs. They proactively plan and carry out varied approaches to content, process and product to meet these learning needs. This implies that assessment of student learning will directly inform instructional planning, and that there will be a variety of instructional practices in whole class, small group and individual settings.

High expectations in a supportive environmentThe John Calvin Schools support the development of a confident approach to learning where students are encouraged to use the gifts God has given then. While high expectations of learning apply to all students, these expectations should be

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realistic and vary depending on individual learning needs. Expectations should be flexible in providing for the developmental needs of all students, in a supportive and challenging classroom environment. Students should be provided with the time and encouragement they need to learn and be discouraged from superficial learning that gives the impression of keeping pace at the expense of long-term and sustained learning.

Guided instructionGuided instruction ensures students are supported in their acquisition of the skills and strategies necessary for success. During guided instruction, teachers prompt, question, scaffold, model and lead students through tasks that increase their understanding. At various points in the process, learning is strengthened through intentional construction and deconstruction of texts, including zooming in and out. Students will then be able to independently apply their understanding in a variety of contexts. The gradual release of responsibility model is an effective model for supporting students’ literacy learning.

Collaborative learningTo consolidate their understanding, students need opportunities to problem solve, discuss, negotiate, and think with other students and adults. It develops social skills, stimulates ideas and moves learning forward.

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Assessment of Student Learninghttp://k10outline.scsa.wa.edu.au/assessment_principles_and_practice

School based requirements

Time allotments

It is expected that teachers will focus on explicitly and systematically teaching literacy in daily literacy sessions as well as integrating it with other learning areas. Individual schools will discuss and decide specific time allotments at a school based level.

Student tracking

The goal of student tracking is to assist teachers to establish directions for future literacy teaching and plan for responsive, differentiated literacy instruction to meet students’ learning needs.

Student data can be collected through: Shared assessment tasks Timely assessments and tests Observations

The frequency and type of data that will be collected and the manner in which it will be monitored and tracked will be discussed and decided at an individual school based level.

Minimum standards

Each school may discuss and incorporate a set of minimum standards, learning benchmarks or whole-school agreements for each year level. These will state what students are expected to learn and by when, so that student progress may be charted and suitable intervention or support for students may be arranged if needed.

Resources

Resources to support the teaching and learning of English are available in each school.

Audit and Review

Review of English DocumentationReviews and audits of the John Calvin Schools English Documentation will occur on a yearly basis. Feedback regarding this document and regular reviews will be initiated and co-ordinated by the John Calvin Schools Curriculum Officer. Review dates will be documented together with a summary of any changes made.

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APPENDICES

Appendix 1: Overview of Content Strands F-6

Appendix 2: Overview of Achievement Standards F-6

Appendix 3: Grammar and Punctuation Scope and sequence

Appendix 4: Content Maps F – 6

PLEASE NOTE: THESE DOCUMENTS ARE AVAILABLE IN DIGITAL FORMAT at http://www.frsa.asn.au/PrimarySchools/PrimaryCurriculum/tabid/205/language/en-US/Default.aspx

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APPENDICES

APPENDIX 1: AC ENGLISH: OVERVIEW OF CONTENT STRANDS – Foundation to Year 6

LANGUAGE StrandFoundation Year 1 Year 2 Year 3

Language variation and Change Understand that English is one of

many languages spoken in Australia and that different languages may be spoken by family, classmates and community

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

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

Language for Interaction Explore how language is used

differently at home and school depending on the relationships between people

Understand that language can be used to explore ways of expressing needs, likes and dislikes

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others

Understand that there are different ways of asking for information, making offers and giving commands

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

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

Identify language that can be used for appreciating texts and the qualities of people and things

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

Examine how evaluative language can be varied to be more or less forceful

Text Structure and Organisation Understand that texts can take

many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes

Understand that some language in written texts is unlike everyday spoken language

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality

Understand that the purposes texts serve shape their structure in predictable ways

Understand patterns of repetition and contrast in simple texts

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

Recognise that capital letters signal proper nouns and commas are used to separate items in lists

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines

Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences

Understand that paragraphs are a key organisational feature of written texts

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

Identify the features of online texts that enhance navigation

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LANGUAGE StrandYear 4 Year 5 Year 6

Language variation and Change 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

Understand that the pronunciation, spelling and meanings of words have histories and change over time

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

Language for Interaction 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 students' own views and reporting them to a larger group

Understand differences between the language of opinion and feeling and the language of factual reporting or recording

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

Understand the uses of objective and subjective language and bias

Text Structure and Organisation Understand how texts vary in complexity and

technicality depending on the approach to the topic, the purpose and the intended audience

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout

Understand how texts vary in purpose, structure and topic as well as the degree of formality

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

Understand how possession is signalled through apostrophes and how to use apostrophes of possession for common and proper nouns

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

Understand that cohesive links can be made in texts by omitting or replacing words

Understand the uses of commas to separate clauses

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AC ENGLISH: OVERVIEW OF CONTENT STRANDS – Foundation to Year 6 (continued):

LANGUAGE Strand (Continued):Foundation Year 1 Year 2 Year 3

Expressing and Developing Ideas Recognise that sentences are

key units for expressing ideas Recognise that texts are made up

of words and groups of words that make meaning

Explore the different contribution of words and images to meaning in stories and informative texts

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

Know how to use onset and rime to spell words

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is doing or receiving the action?’ and the circumstances surrounding the action

Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

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

Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions

Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete and abstract, and that noun groups can be expanded using articles and adjectives

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

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

Recognise common prefixes and suffixes and how they change a word’s meaning

Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’

Recognise high frequency sight words

Sound and Letter Knowledge Recognise rhymes, syllables and

sounds (phonemes) in spoken words

Recognise the letters of the alphabet and know there are lower and upper case letters

Manipulate sounds in spoken words including phoneme deletion and substitution

Recognise sound -letter matches including common vowel and consonant digraphs and consonant blends

Understand the variability of sound -letter matches

Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations

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LANGUAGE Strand (Continued):Year 4 Year 5 Year 6

Expressing and Developing Ideas Understand that the meaning of sentences can

be enriched through the use of expanded noun and verb groups and phrases

investigate how quoted (direct) and reported (indirect) speech work in different types of text

Understand how adverbials (adverbs and prepositional phrases) work in different ways to provide circumstantial details about an activity

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 text types

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters

Recognise homophones and know how to use context to identify correct spelling

Understand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop and expand ideas

Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words

Recognise uncommon plurals, for example ‘foci’

Investigate how clauses can be combined in a variety of ways to elaborate, extend or explain ideas

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbials

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages

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AC ENGLISH: OVERVIEW OF CONTENT STRANDS – Foundation to Year 6 (continued):

LITERATURE StrandFoundation Year 1 Year 2 Year 3

Literature and Context Recognise that texts are created

by authors who tell stories and share experiences that may be similar or different to students’ own experiences

Discuss how authors create characters using language and images

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Responding to Literature Respond to texts, identifying

favourite stories, authors and illustrators

Share feelings and thoughts about the events and characters in texts

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

Express preferences for specific texts and authors and listen to the opinions of others

Compare opinions about characters, events and settings in and between texts

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

Draw connections between personal experiences and the worlds of texts, and share responses with others

Develop criteria for establishing personal preferences for literature

Examining Literature Identify some features of texts

including events and characters and retell events from a text

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

Creating Literature Retell familiar literary texts

through performance, use of illustrations and images

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

Create events and characters using different media that develop key events and characters from literary texts

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue

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LITERATURE StrandYear 4 Year 5 Year 6

Literature and Context Make connections between the ways different

authors may represent similar storylines, ideas and relationships

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Responding to Literature Discuss literary experiences with others,

sharing responses and expressing a point of view

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

Examining Literature 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

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

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

Creating Literature Create literary texts that explore students’ own

experiences and imagining Create literary texts by developing storylines,

characters and settings

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

Create literary texts that experiment with structures, ideas and stylistic features of selected authors

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

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AC ENGLISH: OVERVIEW OF CONTENT STRANDS – Foundation to Year 6 (continued):

LITERACY StrandFoundation Year 1 Year 2 Year 3

Texts in Context Identify some familiar texts and the

contexts in which they are used Respond to texts drawn from a

range of cultures and experiences Discuss different texts on a similar

topic, identifying similarities and differences between the texts

Identify the point of view in a text and suggest alternative points of view

Interacting with Others Listen to and respond orally to texts

and to the communication of others in informal and structured classroom situations

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Deliver short oral presentations to peers

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

Make short presentations using some introduced text structures and language, for example opening statements

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions

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

Rehearse and deliver short presentations on familiar and new topics

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace

Plan and deliver short presentations, providing some key details in logical sequence, pitch and volume

Interpreting, Analysing, Evaluating Identify some differences between

imaginative and informative texts Read predictable texts, practicing

phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

Describe some differences between imaginative informative and persuasive 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

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

Identify the audience of imaginative, informative and persuasive texts

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

Identify the audience and purpose of imaginative, informative and persuasive texts

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Creating Texts Create short texts to explore,

record and report ideas and events using familiar words and phrases and beginning writing knowledge

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

Produce some lower case and upper case letters using learned letter formations

Construct texts using software including word processing programs

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

Write using unjoined lower case and upper case letters

Construct texts that incorporate supporting images using software including word processing programs

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

Reread and edit text for spelling, sentence-boundary punctuation and text structure

Write legibly and with growing fluency using unjoined upper case and lower case letters

Construct texts featuring print, visual and audio elements using software, including word processing programs

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

Write using joined letters that are clearly formed and consistent in size

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

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LITERACY StrandYear 4 Year 5 Year 6

Texts in Context Identify and explain language features of texts

from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

Interacting with Others 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

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

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

Interpreting, Analysing, Evaluating Identify characteristic features used in

imaginative, informative and persuasive texts to meet the purpose of the text

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

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources

Analyse how text structures and language features work together to meet the purpose of a text

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Analyse strategies authors use to influence readers

Creating Texts 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

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

Write using clearly-formed joined letters, and develop increased fluency and automaticity

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

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Reread and edit student's own and others’ work using agreed criteria for text structures and language features

Develop a handwriting style that is becoming legible, fluent and automatic

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose

Use a range of software, including word processing programs, learning new functions as required to create texts

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APPENDIX 2: AC ENGLISH: OVERVIEW OF ACHIEVEMENT STANDARDS – Foundation to Year 6

LISTENING AND SPEAKINGFoundation Year 1 Year 2 Year 3

Speak clearly in informal group and whole class settings

listen to others in a familiar environment

use appropriate language to respond to others in a familiar environment.

retell events and experiences with peers and known adults

listen for, identify and use rhyme, letter patterns and sounds in words

Make connections between texts and their personal experience.

identify and describe likes and dislikes about familiar texts, objects, characters and events.

create short spoken texts for a small range of purposes

listen to others to take part in conversations.

Interact in pair, group and class discussions taking turns when responding

make short presentations of a few connected sentences on familiar and learned topics

listen for and reproduce letter patterns and letter clusters

understand how characters in texts are developed

give reasons for personal preferences

create spoken texts, drawing on their own experiences, their imagination and ideas they have learned

listen for particular purposes use a variety of strategies to engage

in group and class discussions and presentations

Make simple presentations about familiar topics or topics of personal interest.

listen for and manipulate sound combinations and rhythmic sound patterns

use everyday language and topic-specific words when discussing ideas and experiences

use other texts as comparisons explain their preferences for aspects

of texts

create a range of texts for familiar and unfamiliar audiences

listen to others’ views and respond appropriately

participate in discussions, asking questions, providing useful feedback and identifying key ideas

make presentations using language features to sequence and link ideas

understand how language can be used to express feelings and opinions on topics

READING AND VIEWING read aloud short predictable texts with

familiar vocabulary and supportive images

drawing on their developing concepts about print and sound and letter knowledge

identify the letters of the English alphabet

use the sounds represented by most letters

recall one or two events from texts with familiar topics

use predicting and questioning strategies to make meaning from texts

identify connections between texts and their personal experience

understand that there are different types of texts and that these can have similar characteristics

students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images

use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning.

recall key ideas recognise literal and implied meaning

in texts make connections to personal

experience when explaining characters and main events in short texts

understand the different purposes of texts

identify the language features, images and vocabulary used to describe characters and events

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

monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge

identify literal and implied meaning, main ideas and supporting detail

make connections between texts by comparing content

understand how similar texts share characteristic text structures

identifying the language features, images and vocabulary used to describe characters, settings and events

read texts that extend over several pages, contain varied sentence structures and a range of punctuation conventions and images that provide additional information

identify literal and implied meaning by connecting ideas in different parts of a text

select information, ideas and events in texts that relate to their own lives and to other texts

understand how different content can be presented by using different text structures depending on the purpose of the text.

understand how language features, images and vocabulary are used for different effects

WRITING use familiar words and phrases and

images to convey ideas use familiar vocabulary use beginning writing behaviours use sound–letter knowledge experiment with capital letters and full

stops. correctly form known upper and lower

case letters

create short texts, drawing on personal experiences and familiar ideas

link two or more ideas or events illustrate or comment on images with

text draw on a growing vocabulary use word order correctly accurately spell words with regular

spelling patterns use capital letters and full stops correctly form all upper and lower

case letters.

create texts, drawing on their own experiences, their imagination and ideas they have learned

sequence and link two or more ideas or events

use images to support the meaning of the text

draw on topic-specific vocabulary attempt to check for sense and

meaning accurately spell familiar words and

attempt to spell less familiar vocabulary

use basic sentence punctuation accurately

legibly write unjoined upper- and lower-case letters

create a range of texts for familiar and unfamiliar audiences

use language features to sequence and link ideas

understand how language can be used to express feelings and opinions in some detail

create texts that include writing and images

choose vocabulary appropriate to the purpose and context

checking work for meaning use knowledge of sounds and high

frequency words to spell words accurately

use punctuation appropriate to the purpose and context

write using joined letters that are clearly formed and consistent in size

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LISTENING AND SPEAKINGYear 4 Year 5 Year 6

create structured spoken texts that explain ideas for different audiences.

participate in discussions, taking take other points of view into account

listen for key points in discussions make presentations and contribute actively to class

and group discussions use detailed sentences to connect ideas express preferences for particular texts, and respond

to others’ viewpoints

create a variety of sequenced spoken texts for different purposes and audiences.

contribute to class and group discussions, understanding that language varies according to context

make presentations, varying language according to context.

use complex sentences to extend ideas develop and explain a point of view about a text by

selecting information, ideas and images from a range of resources

create detailed and cohesive spoken texts for a range of purposes and audiences

listen and contribute to discussions, clarifying content and challenging ideas

make presentations using a variety of strategies for emphasis

explain how their choices of language features and images were used

understand how particular language features and language patterns are used for effect

show how specific details can be used to support a point of view

READING AND VIEWING express preferences for particular texts, and respond

to others’ viewpoints identify literal and implied meaning connecting ideas

in different texts. understand how different texts use different text

structures depending on the purpose and audienceexplain how language features, images and vocabulary are used to engage the interest of audiences.

describe how events characters and settings in texts are depicted

explain their own responses to depictions in texts explain literal and implied meaning in a variety of

texts understand how different texts use different text

structures depending on the purpose, audience and context

understand how language features, images and vocabulary influence interpretations of characters, settings and events.

select and use evidence from a text to explain their response

explain the impact of literal and implied meaning in a variety of texts

understand how text structures contribute to the main purposes of texts and the effects these may have on readers and viewers.

explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

WRITING create structured texts that explain ideas for different

audiences use detailed sentences to connect ideas express a point of view about a text or idea create cohesive and detailed texts containing key

ideas in written and visual form select vocabulary from a range of resources edit work to improve meaning use accurate spelling use accurate punctuation write clearly formed joined letters fluently

create a variety of sequenced texts for different purposes and audiences.

use complex sentences to extend ideas. develop and explain a point of view about a text or

idea create detailed texts containing information, ideas

and images drawn from a range of resources. select specific vocabulary to enhance meaning and

effect editing work to provide structure and enhance

meaning use accurate spelling use accurate punctuation use a fluent handwriting style

create detailed and cohesive texts for a range of purposes and audiences

use complex sentences to extend and refine ideas. Use particular language features and language

patterns to achieve a desired effect use specific details to support a point of view explain how their choices of language features and

images were used. make considered choices from an expanding

vocabulary making and explaining editorial choices. use accurate spelling use accurate punctuation for clarity use a fluent and legible handwriting style

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 201437

APPENDIX 3: AC ENGLISH Scope and Sequence – GRAMMAR AND PUNCTUATION

Key:E – Exposure (Initial Teaching)T – TeachingC – Continue Development (some independent application)M – Maintain (Independent student application)Ex – Extension of concept

PUNCTUATION:How punctuation works to perform different functions in a text. F 1 2 3 4 5 6

Full Stops Sentence boundary E T C MCapitals Beginning of Sentence T T C M

Proper Nouns e.g. Michael, Sunday. Indonesia, Australia Day E T C MQuestion Marks At the end of sentences E T C MExclamation Marks At the end of sentences: loudness, strong feelings, commands. E T C MCommas To separate items in a series E T C M

Use of two separate clauses E TApostrophes In contractions: Isn’t, I’ll, it’s E T C M

To show possession: Bill’s bike, Australia’s laws E T C MQuotation Marks Dialogue E T T C M

Titles E T C MDirect Speech E T C M

SENTENCES and CLAUSE LEVEL GRAMMARWhat a clause is and howsimple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex) F 1 2 3 4 5 6

Sentence Types Statements E T C MQuestions E T C MCommands E T C MExclamations E T C M

Sentence structure Parts – what’s happening?, Who or what is involved? And the surrounding circumstance

E T C M

Subject & predicate agreement E T C MSimple sentences E T C MCompound sentences E T C MComplex sentences E T TClauses E T T C Ex Ex

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AC ENGLISH Scope and Sequence – GRAMMAR AND PUNCTUATION (Continued):

WORD LEVEL GRAMMAR:The different classes of words used in English (nouns, verbs etc.) and the functions they perform in sentences and when they are combined in particular recognizable groups such as phrases and noun groups. F 1 2 3 4 5 6

Nouns Definition T C MTypes (common, proper, concrete and abstract) E T C MNoun Groups/Phrases E T C M Ex

Verbs: Definition(happenings and states) T C M

Tense E E T C M ExProcesses (doing, thinking, saying, relating, and being) E T C M ExModal E T C M Ex

Adjectives: Definition T C MExpanding a Noun Group/Phrase E T C MAdjective Groups/Phrases E T C

Adverbs: Definition T C MAdverb groups/phrases E T C Ex

Prepositions: Definition E T C MPhrases E T C M

Conjunctions: Definition & Usage E T C MArticles: Definition & Usage T C M

TEXT COHESION AND STRUCTUREHow texts work as cohesive wholes through language features, which link the parts of the text together, such as, paragraphs, connectives, nouns and associated pronouns.The different conventions that apply to how text is presented on a page or screen.

F 1 2 3 4 5 6Paragraphs: Grouping related information by category E T T C C

Definition E T T C CTopic Sentences E T C MSupporting detail E T C MConcluding sentence E T C MParagraph layout & format E T T C MIntroductory Paragraphs E T C M

Structural Features:

Headings E T C MSub-headings E T CTables of Contents E T C MChapters E T C

Continued…

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 201439

AC ENGLISH Scope and Sequence – GRAMMAR AND PUNCTUATION (Continued):

EDITING SKILLS:Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules.Editing texts for meaning, structure and grammatical features

F 1 2 3 4 5 6Spelling Connection between word and sound representation E T T C M

CVC words E T C MCVCC/CCVC E T C MCCVCC/CCCVCC E T C MDigraphs E T C MTri-graphs & larger E T C MLong vowels E T C MSilent letters E T C MMorphemes E E T C MPrefixes and Suffixes E T C MLetter combinations ‘tion’ E T C MHomophones & Homographs E T C MPlurals E T C M ExWord Origins and Base Words E T TSight Words E T T C M M M

Meaning Restructuring sentences E T C MTense E T C MAdding/deleting/moving words/phrases E T C M

Punctuation Sentence boundaries E T C MDialogue E T C MInternal punctuation usage E T T C M

Text Structures Paragraphs E T T CTitles E E T C MHeading, Sub-heading, Chapter E T T C

Audience Language used is appropriate to intend audience (formality, age, etc) E T C

Purpose Text structure and language usage is appropriate to the intended purpose E T C

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 201440

APPENDIX 4: AC ENGLISH Content Maps

PLEASE NOTE: THIS DOCUMENT IS AVAILABLE IN DIGITAL FORMAT at http://www.frsa.asn.au/PrimarySchools/PrimaryCurriculum/tabid/205/language/en-US/Default.aspx

For each year level, there are three sections in this document:

1. Content Overview Contains all the Content Descriptions and Achievement Standards for this year level on a single page and has

been taken directly from the AC: English document. The Content Descriptions are organised according to the Strands and Sub-strands of AC: English.

Sets out what is to be taught in this year level. Includes hyperlinks for each content statement, to provide online access to the Content Elaborations and other

elements linked to the Content Descriptions.

2. Content Maps These are detailed statements of all the understandings, content and strategies that are to be taught in this

year level. Three separate Content Maps are provided for each year level:

o Reading and Viewingo Writingo Speaking and Listening

Each of these Content Maps is set out on a single page (for Writing, the Content Maps may extend over two pages).

Hyperlinks are included, linking the Content Maps to the various AC English Content Descriptions, and providing online access to Content Elaborations and other elements linked to them.

For each of the three Content Maps, the Achievement Standards for this year level are also included.

3. Links to Other Curriculum Areas Sets out the Content Descriptions of all the AC learning areas for this year level, and their links to the General

Capabilities and the Cross-Curriculum Priorities. They are intended to assist teachers in making connections across the curriculum, for example when planning

integrated topics or units of work.

Using the Content Maps:

It should be clearly understood that the teaching and learning of reading and viewing, writing, and speaking and listening, cover receptive and productive language use and are interwoven. This should be reflected in planning documentation and everyday classroom practice.

Aspects featured in the content maps have been identified as critical to the ongoing literacy achievement of all our students.

The content maps aim to: provide guidelines for key areas of skill development identify key targets of expected student progress from Pre-Primary to Year 6 describe the development of literacy knowledge, skills and strategies typically expected of most students support teachers at the John Calvin Schools to plan, teach and assess literacy reinforce the need for continuity in literacy and learning focus on literacy teaching that is explicit, systematic and balanced embed the cornerstones and frameworks for quality literacy teaching and learning at the John Calvin Schools.

John Calvin Schools – Pre-Primary to Year 6 - English Learning Area 201441