Australian Curriculum Standards (ACARA) — Grade 1


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Based on the ACARA curriculum.


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ACELA.1.1.

Language variation and change

ACELA.1.1.1.1.

Recognising how and where signs and symbols are used and placed in students school and community

ACELA.1.1.1.2.

Learning some signs in Auslan and finding out about Hear a Book and Braille technologies for hearing and visually impaired people

ACELA.1.2.

Language for interaction

ACELA.1.2.2.2.

Learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'

ACELA.1.2.3.1.

Extending students vocabularies for the expression of feelings and emotions

ACELA.1.3.

Text structure and organisation

ACELA.1.3.2.2.

Discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry

ACELA.1.3.3.1.

Using intonation and pauses in response to punctuation when reading

ACELA.1.3.3.2.

Reading texts and identifying different sentence-level punctuation

ACELA.1.3.4.1.

Learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts

ACELA.1.4.

Expressing and developing ideas

ACELA.1.4.2.1.

Talking about effective words that describe a place, person or event

ACELA.1.4.2.2.

Learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

ACELA.1.4.4.1.

Learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

ACELA.1.5.

Phonics and word knowledge

ACELA.1.5.1.1.

Recognising words that start with a given sound, or end with a given sound, or have a given medial sound, for example b-e-d and l-e-g

ACELA.1.5.1.2.

Replacing initial sounds in spoken words, for example replace the m in mat with c to form a new word cat

ACELA.1.5.1.3.

Deleting initial onset sound in spoken words, for example delete the f from farm to make a new word arm

ACELA.1.5.1.4.

Substituting medial sounds in spoken words to make new words, for example pin, pen, pan

ACELA.1.5.1.5.

Substituting final sounds in spoken words, for example substitute the t in pet with g to form a new word peg

ACELA.1.5.2.1.

Using knowledge of letters and sounds to write words with short vowels, for example man, and common long vowel sounds, for example cake

ACELA.1.5.2.2.

Using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example wish and rest

ACELA.1.5.3.1.

Recognising that letters can have more than one sound, for example the letter u in cut, put, use and the letter a in cat, father, any

ACELA.1.5.3.2.

Recognising sounds that can be produced by different letters, for example the s sound in sat and cent

ACELA.1.5.4.1.

Writing one-syllable words containing known blends, for example 'bl' and 'st'

ACELA.1.5.5.1.

Building word families from common morphemes, for example 'play', 'plays', 'playing', 'played', 'playground'

ACELA.1.5.6.1.

Learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example one, have, them and about

ACELA.1.5.7.1.

Saying sounds in order for a given spoken word, for example s-p-oo-n and f-i-s-t

ACELA.1.5.7.2.

Segmenting blends at the beginning and end of given words, for example b-l-ue and d-u-s-t

ACELT.1.1.

Literature and context

ACELT.1.1.1.1.

Identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts

ACELT.1.1.1.2.

Identifying how spiritual beings are represented in Aboriginal and Torres Strait Islander stories

ACELT.1.1.1.3.

Identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous

ACELT.1.1.1.4.

Discussing the characters of fictional animals and how they relate to those of humans

ACELT.1.2.

Responding to literature

ACELT.1.2.1.1.

Discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)

ACELT.1.2.1.2.

Comparing characters and events in texts to students own experiences

ACELT.1.2.2.1.

Sharing favourite texts and authors and some reasons for preferences

ACELT.1.2.2.2.

Discussing different texts and considering what is entertaining or appealing and why

ACELT.1.2.2.4.

Identifying who is telling the story in different texts

ACELT.1.3.1.1.

Examining different types of literature including traditional tales, humorous stories and poetry

ACELT.1.3.1.4.

Discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)

ACELT.1.3.2.1.

Exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures

ACELT.1.3.2.2.

Listening to and performing simple haiku poems about familiar topics such as nature and the seasons

ACELT.1.4.1.1.

Creating visual representations of literary texts from

ACELT.1.4.1.3.

Retelling key events in stories using oral language, arts, digital technologies and performance media

ACELY.1.1.1.1.

Exploring some of the meanings and teachings embedded in Dreaming stories

ACELY.1.1.1.2.

Using drawing and writing to depict and comment on people and places beyond their immediate experience

ACELY.1.2.

Interacting with others

ACELY.1.2.1.2.

Participating in informal and structured class, group and pair discussions about content area topics, ideas and information

ACELY.1.2.1.4.

Interacting confidently and appropriately with peers, teachers, visitors and community members

ACELY.1.2.1.5.

Learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently

ACELY.1.2.1.6.

Formulating different types of questions to ask a speaker, such as open and closed questions and when, why and how questions

ACELY.1.2.2.1.

Identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')

ACELY.1.2.2.2.

Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others

ACELY.1.2.2.3.

Taking turns, asking and answering questions and attempting to involve others in discussions

ACELY.1.2.2.5.

Experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems

ACELY.1.2.2.6.

Attempting correct pronunciation of new vocabulary

ACELY.1.3.

Interpreting, analysing, evaluating

ACELY.1.3.2.2.

Combining knowledge of context, meaning, grammar and phonics to decode text

ACELY.1.3.2.3.

Recognising most high frequency sight words when reading text

ACELY.1.3.2.4.

Self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge

ACELY.1.3.2.5.

Reading aloud with developing fluency and intonation

ACELY.1.3.3.1.

Using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading

ACELY.1.3.3.2.

Making connections between the text and students own experiences, and between information in print and images

ACELY.1.3.3.3.

Finding key information in a text

ACELY.1.3.3.4.

Making inferences about characters feelings and motives

ACELY.1.3.3.5.

Building knowledge about the topic of the text and learning new vocabulary before and during reading

ACELY.1.3.3.6.

Making predictions from the cover, from illustrations and at points in the text before reading on

ACELY.1.3.3.7.

Retelling the events or key information in the text orally, in writing and/or through digital or arts media

ACELY.1.4.1.1.

Referring to learned knowledge of text structure and grammar when creating a new text

ACELY.1.4.1.3.

Learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

ACELY.1.4.2.1.

Adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

ACELY.1.4.2.2.

Reading the students own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

ACELY.1.4.2.3.

Checking for inclusion of capital letters and full stops

ACELY.1.4.3.1.

Using correct posture and pencil grip

ACELY.1.4.3.2.

Learning how each letter is constructed including where to start and the direction to follow

ACELY.1.4.3.3.

Writing words legibly using unjoined print script of consistent size

ACELY.1.4.4.1.

Creating digital images and composing a story or information sequence on screen using images and captions

ACMMG.1.1.1.

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

ACMMG.1.1.1.1.

Understanding that in order to compare objects, the unit of measurement must be the same size

ACMMG.1.1.2.

Tell time to the half-hour (ACMMG020)

ACMMG.1.1.2.1.

Reading time on analogue and digital clocks and observing the characteristics of half-hour times

ACMMG.1.1.3.

Describe duration using months, weeks, days and hours (ACMMG021)

ACMMG.1.1.3.1.

Describing the duration of familiar situations such as how long is it until we next come to school?

ACMMG.1.2.1.

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

ACMMG.1.2.1.1.

Focusing on geometric features and describing shapes and objects using everyday words such as 'corners,' 'edges,' and 'faces'

ACMMG.1.2.1.1.a

Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction, and distance

ACMMG.1.2.1.2.

Understanding the meaning and importance of words such as clockwise, anticlockwise, forward and under when giving and following directions

ACMMG.1.2.1.3.

Interpreting and following directions around familiar locations

ACMMG.1.2.2.

Give and follow directions to familiar locations (ACMMG023)

ACMNA.1.1.1.

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives, and tens starting from zero (ACMNA012)

ACMNA.1.1.1.2.

Developing fluency with forwards and backwards counting in meaningful contexts such as circle games

ACMNA.1.1.2.

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

ACMNA.1.1.2.1.

Modelling numbers with a range of material and images

ACMNA.1.1.2.2.

Identifying numbers that are represented on a number line and placing numbers on a prepared number line

ACMNA.1.1.3.

Count collections to 100 by partitioning numbers using place value (ACMNA014)

ACMNA.1.1.3.1.

Understanding partitioning of numbers and the importance of grouping in tens

ACMNA.1.1.3.2.

Understanding two-digit numbers as comprised of tens and ones/units

ACMNA.1.1.4.

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

ACMNA.1.1.4.1.

Developing a range of mental strategies for addition and subtraction problems

ACMNA.1.2.1.

Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

ACMNA.1.2.1.1.

Sharing a collection of readily available materials into two equal portions

ACMNA.1.2.1.2.

Splitting an object into two equal pieces and describing how the pieces are equal

ACMNA.1.4.1.

Investigate and describe number patterns formed by skipcounting and patterns with objects (ACMNA018)

ACMNA.1.4.1.1.

Using place-value patterns beyond the teens to generalise the number sequence and predict the next number

ACMNA.1.4.1.2.

Investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

ACMSP.1.2.2.

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

ACMSP.1.2.2.1.

Understanding one-to-one correspondence