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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Australian Curriculum Standards (ACARA) if your intention constitutes fair use.
Based on the ACARA curriculum.
Plan, assess, and analyze learning aligned to these standards using
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Learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
Learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
Recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
Recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations
Sharing experiences of different texts and discussing some differences
Repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases
Commenting on punctuation encountered in the everyday texts, for example Thats the letter that starts my name, The name of my family and my town has a capital letter
Learning about print: direction of print and return sweep, spaces between words
Learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
Learning about front and back covers; title and author, layout and navigation of digital/screen texts
Learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
Identifying and manipulating sounds (phonemes) in spoken words, for example c-a-n
Identifying onset and rime in one-syllable spoken words, for example d-og and b-ig
Blending phonemes to form one-syllable spoken words, for example s-u-n is orally expressed as sun and b-a-g is orally expressed as bag
Exploring spoken, written and multimodal texts and identifying elements, for example words and images
Talking about how a different story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
Exploring how the combination of print and images in texts creates meaning
Building vocabulary through multiple speaking and listening experiences
Bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics
Recognising and producing rhyming words when listening to rhyming stories or rhymes, for example funny and money
Identifying patterns of alliteration in spoken words, for example 'helpful Henry'
Identifying syllables in spoken words, for example clapping the rhythm of Mon-day, Ja-cob or Si-en-na
Using familiar and common letters in handwritten and digital communications
Identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'
Recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example p-op
Breaking words into onset and rime, noticing words that share the same pattern, for example p-at, b-at
Breaking words into onset and rime to learn how to spell words that share the same pattern, for example p-at, bat, t-all and f-all
Building word families using onset and rime, for example h-ot, g-ot, n-ot, sh-ot
Knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example and, my, is, the and went
Learning that words are made up of meaningful parts, for example dogs has two meaningful parts dog and s meaning more than one
Viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
Comparing experiences depicted in stories with students own
Engaging with texts that reflect the social and cultural groups to which students belong
Alking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
Engaging with the humour in some stories and repeating favourite lines, jokes and ideas
Returning to preferred texts and commenting on reasons for selection
Talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
Using art forms and beginning forms of writing to express personal responses to literature and film experiences
Talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted
Identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
Listening, responding to and joining in with rhymes, poems, chants and songs
Recognising cultural patterns of storytelling, for example Once upon a time, A long, long time ago
Using music and actions to enhance appreciation of rhymes, poems, chants and songs
Drawing, labelling and role playing representations of characters or events
Using digital technologies to retell events and recreate characters from favourite print and film texts
Performing memorable actions or behaviours of favourite or humorous characters in texts
Listening to, remembering and following simple instructions
Listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
Participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
Participating in class, group and pair discussions about shared experiences including shared texts
Learning to ask questions and provide answers that are more than one or two words
Participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas
Showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate
Listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts
Asking and answering questions using appropriate intonation
Sharing a personal experience, interest or discovery with peers in a semi-formal situation
Identifying and selecting texts for information purposes and commenting on how the text might help with a task
Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
Attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
Predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning
Talking about the meanings in texts listened to, viewed and read
Making links between events in a text and students own experiences
Drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical
Using image-making and beginning writing to represent characters and events in written, film and web-based texts
Using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
Using beginning concepts about print, soundletter and word knowledge and punctuation to create short texts
Following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
Learning to construct lower case letters and to combine these into words
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
Comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
Using suitable language associated with measurement attributes, such as tall and taller, heavy and heavier, holds more and holds less
Compare and order duration of events using everyday language of time (ACMMG007)
Knowing and identifying the days of the week and linking specific days to familiar events
Connect days of the week to familiar events and actions (ACMMG008)
Choosing events and actions that make connections with students everyday family routines
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)
Sorting and describing squares, circles, triangles, rectangles, spheres and cubes
Interpreting the everyday language of location and direction, such as between, near, next to, forward, toward
Following and giving simple directions to guide a friend around an obstacle path and vice versa
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
Reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
Identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
Developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
Understanding that numbers are said in a particular order and there are patterns in the way we say them
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
Understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the how many question
Using scenarios to help students recognise that other cultures count in a variety of ways, such as the Wotjoballum number systems
Using subitising as the basis for ordering and comparing collections of numbers
Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
Comparing and ordering items of like and unlike characteristics using the words more, less, same as and not the same as and giving reasons for these answers
Understanding and using terms such as first and second to indicate ordinal position in a sequence.
Using objects which are personally and culturally relevant to students
Represent practical situations to model addition and sharing (ACMNA004)
Using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue, and create patterns with objects and drawings (ACMNA005)
Creating and describing patterns using materials, sounds, movements or drawings
Answer yes/no questions to collect information and make simple inferences
Representing responses to questions using simple displays, including grouping students according to their answers
Using data displays to answer simple questions such as how many students answered yes to having brown hair?