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Assignment Two
Forward Planning Document
Content Descriptions from the English Curriculum for the proposed year level

ENGLISH – Scope and sequence P–6

Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Language variation and change
Language variation Understand that English is Understand that people Understand that spoken, Understand that Understand that Standard Understand that the Understand that different
and change one of many languages use different systems of visual and written forms languages have different Australian English is one pronunciation, spelling social and geographical
How English varies spoken in Australia and communication to cater of language are different written and visual of many social dialects and meanings of words dialects or accents are
according to context and that different languages to different needs and modes of communication communication systems, used in Australia, and have histories and used in Australia in
purpose, including may be spoken by family, purposes and that many with different features different oral traditions that while it originated in change over time addition to Standard
cultural and historical classmates and people may use sign and their use varies and different ways of England it has been Australian English
context community systems to communicate according to the constructing meaning influenced by many other
with others audience, purpose, languages
context and cultural

Language for interaction

Language for Explore how language is Understand that language Understand that language Understand that Understand that social Understand that patterns Understand that
interaction used differently at home is used in combination varies when people take successful cooperation interactions influence the of language interaction strategies for interaction
How language used for and school depending on with other means of on different roles in with others depends on way people engage with vary across social become more complex
different formal and the relationships between communication, for social and classroom shared use of social ideas and respond to contexts and types of and demanding as levels
informal social people example facial interactions and how the conventions, including others for example when texts and that they help of formality and social
interactions is expressions and gestures use of key interpersonal turn-taking patterns, and exploring and clarifying to signal social roles and distance increase
influenced by the to interact with others language resources varies forms of address that the ideas of others, relationships
purpose and audience depending on context vary according to the summarising their own
Understand that there are degree of formality in views and reporting them
different ways of asking social situations to a larger group
for information, making
offers and giving
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Evaluative language Understand that language Explore different ways of Identify language that Examine how evaluative Understand differences Understand how to Understand the uses of
How language is used to can be used to explore expressing emotions, can be used for language can be varied to between the language of move beyond making objective and
express opinions and ways of expressing needs, including verbal, visual, appreciating texts and the be more or less forceful opinion and feeling and bare assertions and subjective language
make evaluative likes and dislikes body language and facial qualities of people and the language of factual take account of and bias
judgments about people, expressions things reporting or recording differing perspectives
places, things and texts and points of view

Text structure and organisation

Purpose audience and Understand that texts can Understand that the Understand that different Understand how different Understand how texts Understand how texts Understand how authors
structures of different take many forms, can be purposes texts serve types of texts have types of texts vary in use vary in complexity and vary in purpose, structure often innovate on text
types of texts very short (for example an shape their structure in identifiable text of language choices, technicality depending and topic as well as the structures and play with
How texts serve exit sign) or quite long predictable ways structures and language depending on their on the approach to the degree of formality language features to
different purposes and (for example an features that help the text purpose and context (for topic, the purpose and achieve particular
how the structures of information book or a serve its purpose example, tense and types the intended audience aesthetic, humorous and
types of texts vary film) and that stories and of sentences) persuasive purposes and
according to the text informative texts have effects
purpose different purposes

Text cohesion Understand that some Understand patterns of Understand how texts are Understand that Understand how texts are Understand that the Understand that cohesive
How texts work as language in written texts repetition and contrast in made cohesive through paragraphs are a key made cohesive through starting point of a links can be made in
cohesive wholes through is unlike everyday spoken simple texts language features, organisational feature of the use of linking devices sentence gives texts by omitting or
language features that language including word written texts including pronoun prominence to the replacing words
link parts of the text associations, synonyms, reference and text message in the text and
together, such as and antonyms connectives allows for prediction of
paragraphs, connectives, how the text will unfold
nouns and associated

Punctuation Understand that Recognise that different Recognise that capital Know that word Recognise how quotation Understand how the Understand the use of
How punctuation works punctuation is a feature of types of punctuation, letters signal proper contractions are a feature marks are used in texts to grammatical category of commas to separate
to perform different written text different from including full stops, nouns and commas are of informal language and signal dialogue, titles and possessives is signalled clauses
functions in a text. letters; recognise how question marks and used to separate items in that apostrophes of quoted (direct) speech through apostrophes and
capital letters are used for exclamation marks, lists contraction are used to how to use apostrophes
names, and that capital signal sentences that signal missing letters with common and proper
letters and full stops make statements, ask nouns
signal the beginning and questions, express
end of sentences emotion or give
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Concepts of print and Understand concepts Understand concepts Know some features of Identify the features of Identify features of Investigate how the This sequence ends at
screen about print and screen, about print and screen, text organisation online texts that enhance online texts that enhance organisation of texts into Year 5
Different conventions including how books, film including how different including page and navigation readability including chapters, headings,
that apply to how text is and simple digital texts types of texts are screen layouts, text, navigation, links, subheadings, home pages
presented on a page or work, and know some organised using page alphabetical order, and graphics and layout and sub pages for online
screen features of print, for numbering, tables of different types of texts and according to
example directionality content, headings and diagrams, for example chronology or topic can
titles, navigation buttons, timelines be used to predict content
bars and links and assist navigation

Expressing and developing ideas

Sentences and Recognise that sentences Identify the parts of a Understand that simple Understand that a clause Understand that the Understand the Investigate how complex
clause-level grammar are key units for simple sentence that connections can be made is a unit of grammar meaning of sentences can difference between main sentences can be used in
What a clause is and expressing ideas represent ‘What is between ideas by using a usually containing a be enriched through the and subordinate clauses a variety of ways to
how simple, compound happening?’, ‘What state compound sentence with subject and a verb and use of noun groups/ and that a complex elaborate, extend and
and complex sentences is being described?’, two or more clauses that these need to be in phrases and verb sentence involves at least explain ideas
are constructed through ‘Who or what is usually linked by a agreement groups/phrases and one subordinate clause
one clause (simple) or involved?’ and the coordinating conjunction prepositional phrases
by combining clauses surrounding
using different types of circumstances Investigate how quoted
conjunctions (compound (direct) and reported
and complex) (indirect) speech work in
different types of text

Word-level grammar Recognise that texts are Explore differences in Understand that nouns Understand that verbs Understand how adverb Understand how noun Understand how ideas
Different classes of made up of words and words that represent represent people, places, represent different groups/ phrases and groups/phrases and can be expanded and
words used in English groups of words that people, places and things concrete objects and processes, for example; prepositional phrases adjective groups/ phrases sharpened through
(nouns, verbs, etc), the make meaning (nouns, including abstract concepts; that doing, thinking, saying, work in different ways to can be expanded in a careful choice of verbs,
functions they perform pronouns), happenings there are three types of and relating and that provide circumstantial variety of ways to elaborated tenses and a
in sentences and when and states (verbs), nouns: common, proper these processes are details about an activity provide a fuller range of adverb
they are combined in qualities (adjectives) and and pronouns; and that anchored in time through description of the person, groups/phrases
particular recognisable details such as when, noun groups/ phrases can tense place, thing or idea
groups such as phrases where and how (adverbs) be expanded using
and noun groups articles and adjectives
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Visual language Explore the different Compare different kinds Identify visual Identify the effect on Explore the effect of Explain sequences of Identify and explain how
How images work in contribution of words and of images in narrative representations of audiences of techniques, choices when framing an images in print texts and analytical images like
texts to communicate images to meaning in and informative texts and characters’ actions, for example shot size, image, placement of compare these to the figures, tables, diagrams,
meanings, especially in stories and informative discuss how they reactions, speech and vertical camera angle and elements in the image, ways hyperlinked digital maps and graphs
conjunction with other texts contribute to meaning thought processes in layout in picture books, and salience on texts are organised, contribute to our
elements such as print narratives, and consider advertisements and film composition of still and explaining their effect on understanding of verbal
and sound how these images add to segments moving images in a viewers’ interpretations information in factual
or contradict or multiply range of types of texts and persuasive texts
the meaning of
accompanying words

Vocabulary Understand the use of Understand the use of Understand the use of Learn extended and Incorporate new Understand the use of Investigate how
Meanings of words, vocabulary in familiar vocabulary in everyday vocabulary about technical vocabulary and vocabulary from a range vocabulary to express vocabulary choices,
including everyday and contexts related to contexts as well as a familiar and new topics ways of expressing of sources into students’ greater precision of including evaluative
specialist meanings, and everyday experiences, growing number of and experiment with and opinion including modal own texts including meaning, and know that language can express
how words take their personal interests and school contexts, begin to make conscious verbs and adverbs vocabulary encountered words can have different shades of meaning,
meanings from the topics taught at school including appropriate use choices of vocabulary to in research meanings in different feeling and opinion
context of the text of formal and informal suit audience and contexts
terms of address in purpose
different contexts

Phonics and word knowledge

Phonological and Recognise and generate Segment consonant Orally manipulate more
phonemic awareness rhyming words, blends or clusters into complex sounds in
of the ability to identify alliteration patterns, separate phonemes at the spoken words through
the discrete sounds in syllables and sounds beginnings and ends of knowledge of blending
speech (phonemes), and (phonemes) in spoken one syllable words and segmenting sounds,
to reproduce and words phoneme deletion and
manipulate them orally Manipulate phonemes in substitution in From Year 3 onwards, knowledge about phonological and phonemic awareness continues to be
Segment sentences into spoken words by combination with use of applied when making connections between the sounds (phonemes) in spoken words and the letters
individual words and addition, deletion and letters in reading and (graphemes) in written words
orally blend and segment substitution of initial, writing
onset and rime in single medial and final
syllable spoken words, phonemes to generate
and isolate, blend and new words
manipulate phonemes in
single syllable words
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Alphabet and phonic Recognise and name all Use short vowels, Use most letter-sound Understand how to apply Understand how to use Understand how to use Understand how to use
knowledge upper and lower case common long vowels, matches including vowel knowledge of letter- phonic knowledge to phonic knowledge to phonic knowledge and
The relationship letters (graphemes) and consonant blends when digraphs, less common sound relationships, read and write read and write less accumulated
between sounds and know the most common writing, and blend these long vowel patterns, syllables, and blending multisyllabic words with familiar words that share understandings about
letters (graphemes) and sound that each letter to read one-syllable letter clusters and silent and segmenting to more complex letter common letter patterns blending, letter- sound
how these are combined represents words letters when reading and fluently read and write combinations, including but have different relationships, common
when reading and writing words of one or multisyllabic words with a variety of vowel sounds pronunciations and uncommon letter
writing Write consonant- vowel- Understand that a letter more syllable more complex letter and known prefixes and patterns and phonic
consonant (CVC) words can represent more than patterns suffixes generalisations to read
by representing some one sound and that a Understand that a sound and write increasingly
sounds with the syllable must contain a can be represented by complex words
appropriate letters, and vowel sound various letter
blend sounds associated combinations
with letters when reading
CVC words

Spelling Understand how to use Understand how to spell Understand how to use Understand how to use Understand how to use Understand how to use Understand how to use
Knowledge about how knowledge of letters and one and two syllable knowledge of digraphs, letter-sound relationships knowledge of letter knowledge of known knowledge of known
sounds (phonemes) of sounds including onset words with common long vowels, blends and and less common letter patterns including double words, base words, words, word origins
words are represented by and rime to spell words letter patterns silent letters to spell one patterns to spell words letters, spelling prefixes and suffixes, including some Latin and
letters or letter patterns, and two syllable words generalisations, word origins, letter Greek roots, base words,
knowledge of meaning Know how to read and Use visual memory to including some Recognise and know morphemic word patterns and spelling prefixes, suffixes, letter
units within words write some read and write compound words how to write most high families, common generalisations to spell patterns and spelling
(morphemes) and word high-frequency words and high-frequency words frequency words prefixes and suffixes and new words generalisations to spell
origins other familiar words Use knowledge of letter including some word origins to spell new words including
Recognise and know patterns and morphemes Explore less common
homophones more complex words technical words
Understand that words are how to use simple to read and write plurals, and understand
units of meaning and can grammatical morphemes high- frequency words Know how to use Read and write a large how a suffix changes the
be made of more than one to create word families and words whose common prefixes and core of high frequency meaning or grammatical
meaningful part spelling is not suffixes, and words including form of a word
predictable from their generalisations for homophones and know
sounds adding a suffix to a base how to use context to
word identify correct spelling
Build morphemic word
families using knowledge
of prefixes and suffixes
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Literature and context
How texts reflect the Recognise that texts are Discuss how authors Discuss how depictions Discuss texts in which Make connections Identify aspects of Make connections
context of culture and created by authors who create characters using of characters in print, characters, events and between the ways literary texts that convey between students’ own
situation in which they tell stories and share language and images sound and images reflect settings are portrayed in different authors may details or information experiences and those of
are created experiences that may be the contexts in which different ways, and represent similar about particular social, characters and events
similar or different to they were created speculate on the authors’ storylines, ideas and cultural and historical represented in texts
students’ own experiences reasons relationships contexts drawn from different
historical, social and
cultural contexts

Responding to literature
Personal responses to Respond to texts, Discuss characters and Compare opinions about Draw connections Discuss literary Present a point of view Analyse and evaluate
the ideas, characters identifying favourite events in a range of characters, events and between personal experiences with others, about particular literary similarities and
and viewpoints in texts stories, authors and literary texts and share settings in and between experiences and the sharing responses and texts using appropriate differences in texts on
An individual response illustrators personal responses to texts worlds of texts, and share expressing a point of metalanguage, and similar topics, themes or
to the ideas, characters these texts, making responses with others view reflecting on the plots
and viewpoints in connections with viewpoints of others
literary texts, including students’ own
relating texts to their experiences
own experiences

Expressing preferences Share feelings and Express preferences for Identify aspects of Develop criteria for Use metalanguage to Use metalanguage to Identify and explain how
and evaluating texts thoughts about the events specific texts and authors different types of literary establishing personal describe the effects of describe the effects of choices in language, for
Expressing personal and characters in texts and listen to the opinions texts that entertain, and preferences for literature ideas, text structures and ideas, text structures and example modality,
preference for different of others give reasons for personal language features of language features on emphasis, repetition and
texts and types of texts, preferences literary texts particular audiences metaphor, influence
and identifying the personal response to
features of texts that different texts
influence personal
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Examining literature
Features of literary Identify some features of Discuss features of plot, Discuss the characters Discuss how language is Discuss how authors and Recognise that ideas in Identify, describe, and
texts texts including events and character and setting in and settings of different used to describe the illustrators make stories literary texts can be discuss similarities and
The key features of characters and retell different types of texts and explore how settings in texts, and exciting, moving and conveyed from different differences between
literary texts and how events from a text literature and explore language is used to explore how the settings absorbing and hold viewpoints, which can texts, including those by
they work to construct a some features of present these features in shape the events and readers’ interest by using lead to different kinds of the same author or
literary work, such as Recognise some different characters in different different ways influence the mood of the various techniques, for interpretations and illustrator, and evaluate
plot, setting, types of literary texts and texts narrative example character responses characteristics that define
characterisation, mood identify some development and plot an author’s individual
and theme characteristic features of tension style
literary texts, for example
beginnings and endings of
traditional texts and
rhyme in poetry

Language devices in Replicate the rhythms and Listen to, recite and Identify, reproduce and Discuss the nature and Understand, interpret and Understand, interpret and Identify the relationship
literary texts, including sound patterns in stories, perform poems, chants, experiment with effects of some language experiment with a range experiment with sound between words, sounds,
figurative language rhymes, songs and poems rhymes and songs, rhythmic, sound and devices used to enhance of devices and deliberate devices and imagery, imagery and language
Language devices that from a range of cultures imitating and inventing word patterns in poems, meaning and shape the word play in poetry and including simile, patterns in narratives and
authors use and how sound patterns including chants, rhymes and songs reader’s reaction, other literary texts, for metaphor and poetry such as ballads,
these creative meanings alliteration and rhyme including rhythm and example nonsense words, personification, in limericks and free verse
and effects in literary onomatopoeia in poetry spoonerisms, neologisms narratives, shape poetry,
texts, especially devices and prose and puns songs, anthems and odes
in poetry

Creating literature
Creating literary texts Retell familiar literary Recreate texts Create events and Create imaginative texts Create literary texts that Create literary texts Create literary texts that
Creating their own texts through imaginatively using characters using different based on characters, explore students’ own using realistic and adapt or combine aspects
literary texts based on performance, use drawing, writing, media that develop key settings and events from experiences and fantasy settings and of texts students have
ideas, features and of illustrations and images performance and digital events and characters students’ own and other imagining characters that draw on experienced in innovative
structures of texts forms of communication from literary texts cultures using visual the worlds represented in ways
experienced features, for example texts students have
perspective, distance and experienced
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Experimentation and Innovate on familiar texts Innovate on familiar Innovate on familiar Create texts that adapt Create literary texts by Create literary texts that Experiment with text
adaptation through play texts by using similar texts by experimenting language features and developing storylines, experiment with structures and language
Creating a variety of characters, repetitive with character, setting or patterns encountered in characters and settings structures, ideas and features and their effects
texts, including patterns or vocabulary plot literary texts, for stylistic features of in creating literary texts,
multimodal texts, example characterisation, selected authors for example, using
adapting ideas and rhyme, rhythm, mood, imagery, sentence
devices from literary music, sound effects and variation, metaphor and
texts dialogue word choice
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Texts in context
Texts and the contexts Identify some familiar Respond to texts drawn Discuss different texts on Identify the point of view Identify and explain Show how ideas and Compare texts including
in which they are used texts and the contexts in from a range of cultures a similar topic, in a text and suggest language features of texts points of view in texts media texts that represent
How texts relate to their which they are used and experiences identifying similarities alternative points of view from earlier times and are conveyed through the ideas and events in
contexts and reflect the and differences between compare with the use of vocabulary, different ways,
society and culture in the texts vocabulary, images, including idiomatic explaining the effects of
which they were created layout and content of expressions, objective the different approaches
contemporary texts and subjective language,
and that these can change
according to context

Interacting with others

Listening and speaking Listen to and respond Engage in conversations Listen for specific Listen to and contribute Interpret ideas and Clarify understanding of Participate in and
interactions orally to texts and to the and discussions, using purposes and to conversations and information in spoken content as it unfolds in contribute to discussions,
Purposes and contexts communication of others active listening information, including discussions to share texts and listen for key formal and informal clarifying and
through which students in informal and structured behaviours, showing instructions, and extend information and ideas points in order to carry situations, connecting interrogating ideas,
engage in listening and classroom situations interest, and contributing students’ own and others’ and negotiate in out tasks and use ideas to students’ own developing and
speaking interactions ideas, information and ideas in discussions collaborative situations information to share and experiences and present supporting arguments,
questions extend ideas and and justify a point of sharing and evaluating
information view information, experiences
and opinions

Listening and speaking Use interaction skills Use interaction skills Use interaction skills Use interaction skills, Use interaction skills Use interaction skills, for Use interaction skills,
interactions including listening while including turn- taking, including initiating including active listening such as acknowledging example paraphrasing, varying conventions of
Skills students use when others speak, using recognising the topics, making positive behaviours and another’s point of view questioning and spoken interactions such
engaging in listening appropriate voice levels, contributions of others, statements and voicing communicate in a clear, and linking students’ interpreting non- verbal as voice volume, tone,
and speaking articulation and body speaking clearly and disagreement in an coherent manner using a response to the topic, cues and choose pitch and pace, according
interactions language, gestures and using appropriate volume appropriate manner, variety of everyday and using familiar and new vocabulary and vocal to group size, formality
eye contact and pace speaking clearly and learned vocabulary and vocabulary and a range effects appropriate for of interaction and needs
varying tone, volume and appropriate tone, pace, of vocal effects such as different audiences and and expertise of the
pace appropriately pitch and volume tone, pace, pitch and purposes audience
volume to speak clearly
and coherently
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Oral presentations Deliver short oral Make short presentations Rehearse and deliver Plan and deliver short Plan, rehearse and Plan, rehearse and Plan, rehearse and deliver
Formal oral presentations to peers using some introduced short presentations on presentations, providing deliver presentations deliver presentations for presentations, selecting
presentations that text structures and familiar and new topics some key details in incorporating learned defined audiences and and sequencing
students engage in, language, for example logical sequence content and taking into purposes incorporating appropriate content and
including presenting opening statements account the particular accurate and sequenced multimodal elements for
recounts and purposes and audiences content and multimodal defined audiences and
information, and elements purposes, making
presenting and arguing a appropriate choices for
point of view modality and emphasis

Interpreting, analysing, evaluating

Purpose and audience Identify some differences Describe some Identify the audience of Identify the audience and Identify characteristic Identify and explain Analyse how text
Recognising and between imaginative and differences between imaginative, informative purpose of imaginative, features used in characteristic text structures and language
analysing differences informative texts imaginative informative and persuasive texts informative and imaginative, informative structures and language features work together to
between different types and persuasive texts persuasive texts and persuasive texts to features used in meet the purpose of a text
of texts meet the purpose of the imaginative, informative
text and persuasive texts to
meet the purpose of the

Reading processes Read decodable and Read decodable and Read less predictable Read an increasing range Read different types of Navigate and read texts Select, navigate and read
Strategies for using and predictable texts, predictable texts using texts with phrasing and of different types of texts texts by combining for specific purposes texts for a range of
combining contextual, practising phrasing and developing phrasing, fluency by combining by combining contextual, contextual , semantic, applying appropriate text purposes, applying
semantic, grammatical fluency, and monitor fluency, contextual, contextual, semantic, semantic, grammatical grammatical and phonic processing strategies, for appropriate text
and phonic knowledge meaning using concepts semantic, grammatical grammatical and phonic and phonic knowledge, knowledge using text example predicting and processing strategies and
to decode texts, about print and emerging and phonic knowledge knowledge using text using text processing processing strategies for confirming, monitoring interpreting structural
including predicting, contextual, semantic, and emerging text processing strategies, for strategies, for example example monitoring meaning, skimming and features, for example
monitoring, grammatical and phonic processing strategies, for example monitoring monitoring, predicting, meaning, cross checking scanning table of contents,
cross-checking, knowledge example prediction, meaning, predicting, confirming, rereading, and reviewing glossary, chapters,
self-correcting, monitoring meaning and rereading and reading on and self- headings and
skimming and scanning re- reading self-correcting correcting subheadings

Comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension
strategies strategies to understand strategies to build literal strategies to build literal strategies to build literal strategies to build literal strategies to analyse strategies to interpret and
Strategies of and discuss texts listened and inferred meaning and inferred meaning and and inferred meaning and and inferred meaning to information, integrating analyse information and
constructing meaning to, viewed or read about key events, ideas begin to analyse texts by begin to evaluate texts by expand content and linking ideas from a ideas, comparing content
from texts, including independently and information in texts drawing on growing drawing on a growing knowledge, integrating variety of print and from a variety of textual
literal and inferential that they listen to, view knowledge of context, knowledge of context, and linking ideas and digital sources sources including media
meaning and read by drawing on language and visual text structures and analysing and evaluating and digital texts
growing knowledge of features and print and language features texts
context, text structures multimodal text
and language features structures
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Analysing and Analyse strategies
evaluating texts authors use to influence
Analysis and evaluation readers
of how text structures
This sequence starts at Year 6
and language features
construct meaning and

Creating texts
Creating texts Create short texts to Create short imaginative Create short imaginative, Plan, draft and publish Plan, draft and publish Plan, draft and publish Plan, draft and publish
Creating different types explore, record and report and informative texts that informative and imaginative, informative imaginative, informative imaginative, informative imaginative, informative
of spoken, written and ideas and events using show emerging use of persuasive texts using and persuasive texts and persuasive texts and persuasive print and and persuasive texts,
multimodal texts, using familiar words and appropriate text growing knowledge of demonstrating increasing containing key multimodal texts, choosing and
knowledge of text beginning writing structure, sentence- level text structures and control over text information and choosing text structures, experimenting with text
structures and language knowledge grammar, word choice, language features for structures and language supporting details for a language features, structures, language
features spelling, punctuation and familiar and some less features and selecting widening range of images and sound features, images and
appropriate multimodal familiar audiences, print,and multimodal audiences, demonstrating appropriate to purpose digital resources
elements, for example selecting print and elements appropriate to increasing control over and audience appropriate to purpose
illustrations and multimodal elements the audience and purpose text structures and and audience
diagrams appropriate to the language features
audience and purpose

Editing Participate in shared Re-read student’s own Re-read and edit text for Re-read and edit texts for Re-read and edit for Re-read and edit Re-read and edit
Editing texts for editing of students’ own texts and discuss possible spelling, sentence- meaning, appropriate meaning by adding, student’s own and others’ students’ own and others’
meaning, structure and texts for meaning, changes to improve boundary punctuation structure, grammatical deleting or moving work using agreed work using agreed
grammatical features spelling, capital letters meaning, spelling and and text structure choices and punctuation words or word groups to criteria for text structures criteria and explaining
and full stops punctuation improve content and and language features editing choices

Handwriting Produce some lower case Write using unjoined Write legibly and with Write using joined letters Write using clearly- Develop a handwriting Develop a handwriting
Developing a fluent, and upper case letters lower case and upper growing fluency using that are clearly formed formed joined letters, and style that is becoming style that is legible, fluent
legible handwriting using learned letter case letters unjoined upper case and and consistent in size develop increased legible, fluent and and automatic and varies
style, beginning with formations lower case letters fluency and automaticity automatic according to audience
unjoined letters and and purpose
moving to joined
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Use of software Construct texts using Construct texts that Construct texts featuring Use software including Use a range of software Use a range of software Use a range of software,
Using a range of software including word incorporate supporting print, visual and audio word processing including word including word including word
software applications to processing images using software elements using software, programs with growing processing programs to processing programs processing programs,
construct and edit print including word including word speed and efficiency to construct, edit and with fluency to construct, learning new functions as
and multimodal texts processing programs processing programs construct and edit texts publish written text, and edit and publish written required to create texts
featuring visual, print select, edit and place text, and select, edit and
and audio elements visual, print and audio place visual, print and
elements audio elements

Year 2 Syllabus
Year Level Description
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and
integrate all three strands. Together, the strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking,
writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary
purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and
digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models
for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and
about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual
happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas
of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-
frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support
and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability

F (familiarising), AN (analysing), M (modelling), S (sharing), G (guiding), AP (applying)

LESSON Lang Literacy OBJECTIVE (what & how) EXPERIENCES (include timing)
Lesson 1 – Language: As a result of this Work sample – Introduction: Laminated word
Week 8, Understand that lesson, students will children record Educator has the word ‘persuasive’ laminated on the board. ‘persuasive’
Monday: different types of be able to: persuasive text Educator has a mystery bag with the persuasive text
F texts have  Identify language features language features (nouns and pronouns, signal words and Mystery bag with
identifiable text structur language they can identify adjectives). Children pull them out one at a time to clarify persuasive text
es and language features in in mini notebooks what they will be identifying in the samples they will be language features
features that help persuasive texts and submit to looking at. Educator asks children for examples of nouns,
the text serve its educator to inform pronouns and adjectives, and explains what signal words Detective
purpose (ACELA1463) future planning and passives are, writing examples on the board. accessories + clue
Lesson Body: pouches
Children put on their detective accessories (hat, monocle
and bowtie) and explore a range of persuasive texts (menus, Mini detective
job applications, competitions entries, children’s literature, notebooks
advertisements), hunting for the persuasive language
features and writing down the evidence they have identified Variety of
in their mini detective notebooks. Children choose their persuasive texts
favourite persuasive text and put it in their clue pouch.
Children sit in a circle and share their favourite persuasive
text from their clue pouch and why it is their favourite text,
and the persuasive language features they have identified.
Children hand in their mini detective notebooks for the
educator to assess.
Lesson 2 – Literacy: As a result of this Observational Introduction: Laminated menu
Week 8, Use comprehension lesson, students will checklist – Educator asks children to name examples of persuasive
Tuesday: strategies to build literal be able to: educator checks texts from previous lesson. Educator introduces laminated Plastic cloches
AN and inferred meaning  Analyse a whether children menu and asks children to predict its purpose. Educator with persuasive
Predicting and begin to analyse persuasive text can highlight chooses children to come up and lift plastic cloches to language features
texts by drawing on and highlight features display the language features of persuasive texts. Children
growing knowledge the language independently, are asked which ones they believe pertain to the menu. Coloured markers
of context, language features that with assistance or Lesson Body:
and visual features and make it a are unable to even Children are chosen to come up one at a time and circle
print and multimodal persuasive text with assistance each language feature in a different colour (nouns in purple,
text structures (ACELY1 (different child and adjectives in blue).
670) chosen for each Conclusion:
language feature) Educator selects children to state either a noun or an
adjective, assessing children who haven’t been selected to
come up to the board and circle a word.
Lesson 3 – Literacy: As a result of this Anecdotal notes – Introduction: Laminated
Week 8, Create short lesson, students will educator reads Educator asks children to think about how to spell the word language feature
Wednesday: imaginative, informative be able to: menu items and ‘persuasive’ by closing their eyes and imagining the way it cards
S and persuasive texts  Create a menu asks children to is spelled. Educator invites children to come up and take
using growing using persuasive raise their hands turns at spelling the word. Educator shows the correct Sweet and savoury
Creating knowledge of text language when they hear spelling by either ticking a child’s attempt or writing the menu sheets
images structures and language features nouns and correct spelling out on the board. Educator has a range of
features for familiar and adjectives laminated language feature cards on the floor and invites Adjective ATM
some less familiar children to choose the ones that relate to persuasive writing.
audiences, selecting Lesson Body:
print and multimodal Children engage in a think, pair, share about their favourite
elements appropriate to food. Children share their favourite food with the class.
the audience and Educator has two menu sheets, one for sweet foods and one
purpose (ACELY1671) for savoury. Educator writes down the foods, using students’
guidance as to which menu the food belongs on (sweet or
savoury). Educator selects children to draw words from the
adjective ATM to describe the foods on the menu.
Educator asks children to close their eyes and reads a menu
item. Keeping their eyes closed, the children have to isolate
the nouns and adjectives by raising their hands.
Lesson 4 – Literacy: As a result of this Video and work Introduction: Mystery box with
Week 8, Create short lesson, students will samples – Educator tells students they will be playing a writing game prompts
Thursday: imaginative, informative be able to: educator videos and introduces a mystery box. The educator uses adjectives
G and persuasive texts  Write down children to describe the item in the box which act as prompts. Restaurant tables
using growing spoken orders verbalising orders Children can estimate what they think the game will be and chairs set up
knowledge of text and views it in about from the prompts extracted from the mystery box.
structures and language collaboration with Educator explains game and demonstrates ordering from the Laminated menus
features for familiar and the orders that are menu and writing down the order. Educator places children
some less familiar written down in in groups of five (ability groups). Waiter’s order
audiences, selecting notebooks Lesson Body: books
print and multimodal Children sit at tables of four and read the menu items whilst
elements appropriate to the waiter (the fifth child) comes around to take their orders. Food items on
the audience and The waiter writes down each diner’s verbal order. Children plates
purpose (ACELY1671) take turns being waiters and diners. Educator circulates the
restaurant scaffolding and assisting as needed. Waiter brings
the food to the correct diner (papier-mâché, toys, pictures in
plates) Children enjoy a fruit snack and a drink of water in
the restaurant.
Children share what they ordered and what made them order
that particular item. Educator can provide scaffolding to
encourage children to use adjectives to describe the food
Lesson 5 – Language: As a result of this Anecdotal notes – Introduction: Character toys
Week 8, Understand that lesson, students will educator records Educator asks children which text form they have been with persuasive
Friday: different types of be able to: the children’s learning about. Educator reminds children that menus are language feature
AN texts have  Analyse a book ability to circle not the only form of persuasive texts, referring to the cards attached to
identifiable text structur and circle the persuasive familiarising lesson. Educator has toys that are characters some
es and language persuasive language features from the story on a table for children to see. Educators has
features that help language persuasive language feature cards attached to the bottom of The Best Bottom
the text serve its features within some of them. Children guess which characters are hiding by Brigitte Minne
purpose (ACELA1463) it the persuasive language feature cards and then the cards are
stuck on the board. Photocopies of
Lesson Body: each book page on
Educator reads ‘The Best Bottom’ and children listen for interactive
enjoyment. Educator has a photocopy of each page up on whiteboard
the interactive whiteboard. After the educator reads each
page again, a child is selected to come up and circle the
persuasive language features present on that page with the
interactive whiteboard marker of their choice. This
continues until the whole book has been read.
Educator asks children to sit in a circle and share their
favourite persuasive part of the story.
Lesson 6 – Language: As a result of this Video – educator Introduction: The Best Bottom
Week 9, Understand that lesson, students will videos shared Educator re-reads ‘The Best Bottom.’ The educator then by Brigitte Minne
Monday: different types of be able to: writing session asks the children to participate in a think, pair, share task
S texts have  Create a and uses it to about the animal they believe should have won the best
identifiable text structur persuasive create a running bottom competition and a reason to support their choice. Hamburger plan
es and language writing plan to record of who Educator chooses three children to share their favourite template
features that help inform future contributed and animal from the story with the class and their reason why
the text serve its writing what they the animal is their favourite.
purpose (ACELA1463) contributed Lesson Body:
Educator shares their favourite animal with the class and
gives one reason why they believe that animal (peacock) has
the best bottom. Educator writes two points to support the
first reason (pretty) and asks the class to come up with two
other reasons. The class votes on their favourite reasons to
be included in the plan. The educator writes the ideas into a
hamburger plan template and encourages and scaffolds the
children to help them think of two points they can use to
elaborate on each reason. The educator also remembers to
include name, date, title, audience and a summary in the
Educator asks children to come up and point to a persuasive
language feature in the plan and share whether it is a noun,
pronoun, signal word or adjective.
Lesson 7 – Literacy: As a result of this Anecdotal Introduction: Laminated
Week 9, Create short lesson, students will observation notes Educator asks children to recap the main points of ‘The Best persuasive
Tuesday: imaginative, informative be able to: – students focus Bottom.’ Educator has laminated persuasive language language feature
M and persuasive texts  Observe a during on the feature cards on the board and asks children for examples of cards
using growing persuasive demonstration each. Educator refers to previously made hamburger plan.
Self- knowledge of text modelled throughout the Lesson Body: Previously
questioning structures and language writing lesson lesson, Educator uses the hamburger plan to inform the writing of a completed
features for familiar and  Highlight the identification of letter to the cow judges from the story to convince them that hamburger plan
some less familiar persuasive persuasive the best bottom belongs to peacock. Educator uses self-
audiences, selecting language language features questioning (think aloud statements), punctuation actions, Word wall
print and multimodal features used by in writing spelling strategies, word wall and persuasive sentence
elements appropriate to the educator starters to model the writing process to the class. Educator Editing poster
the audience and observes the focus level of students at intervals. Educator
purpose (ACELY1671) re-reads the writing piece and uses editing reminder poster Persuasive
to guide editing process, checking spelling, punctuation and sentence starters
Re-read and edit text for if the writing makes sense.
spelling, sentence- Conclusion: Editing poster
boundary punctuation Educator chooses children to come up to the modelled
and text structure (ACE writing sample and use a highlighter to identify each Children’s
LY1672) persuasive language feature (nouns in yellow, pronouns in dictionary
green, signal words in pink and adjectives in blue).
Lesson 8 – Literacy: As a result of this Work sample – Introduction: Laminated
Week 9, Create short lesson, students will educator collects Educator asks children to think back to when they were persuasive
Wednesday: imaginative, informative be able to: writing books talking about favourite characters from the story. Educator language feature
G and persuasive texts  Write a after the has laminated persuasive language feature cards on the cards
using growing persuasive letter conclusion of the board to remind children to include them in their writing.
The letter knowledge of text using lesson, also over Educator invites children to write their very own letter to Previously
may be structures and language appropriate the shoulder the cow judges using their favourite character using the completed
drafted, features for familiar and persuasive corrections during modelled writing sample as a guide. Educator has hamburger plan
conferred, some less familiar language the lesson hamburger plan from lesson six and the modelled writing
refined and audiences, selecting features sample from lesson eight on display for the children to refer Previously
published print and multimodal  Edit their work back to. completed
over elements appropriate to for spelling, Lesson Body: modelled writing
subsequent the audience and punctuation and Children write draft of a letter to the cow judges in their sample
lessons purpose (ACELY1671) sense making writing books following the format of the educator’s
examples. Educator monitors each child’s writing and Writing books
Re-read and edit text for engages in over the shoulder corrections of spelling,
spelling, sentence- punctuation and sense making. Educator ticks the
boundary punctuation corrections that children have already made. Once children
and text structure (ACE have finished their draft, they can get together with a partner
LY1672) and engage in the conferring writing process with each
other’s writing. Children use their editing poster to further
refine their work.
Children sit in a circle and share one persuasive language
feature they used and one editing correction that they made.
Children also discuss how their editing partner helped them
with their work.
Lesson 9 – Literacy: As a result of this Anecdotal notes – Introduction: Persuasive
Week 9, Create short lesson, students will children suggest Educator has an example of each persuasive language language feature
Thursday: imaginative, informative be able to: persuasive feature on the board. Children have to correctly label each cards
S and persuasive texts  Write a job language and one (noun, pronoun, signal words, adjective). Educator has
using growing application identify ‘not sure’ a display (hose, Dalmatian toy, fireman hat, toy fire engine) Display items
knowledge of text using persuasive words to be used as a prompt to introduce the writing subject. Educator
structures and language appropriate underlined asks children to guess what they think the lesson will be Fireman Sam
features for familiar and language about, using the display to help them. When children have introduction video
some less familiar features guessed it is related to firemen, the educator will play the (https://www.yout
audiences, selecting  Identify and introduction of Fireman Sam. Educator organises another
print and multimodal underline ‘not educator to knock on the classroom door and deliver a red v=O8RdGsd-
elements appropriate to sure’ words envelope. The educator reads the letter inside to the children MJw)
the audience and from the Fire Brigade Council which states that Station
purpose (ACELY1671) Office Steele, Fireman Sam’s boss is retiring Educator with red
Lesson Body: envelope pre-
Re-read and edit text for Educator and students draft a job application for Fireman arranged
spelling, sentence- Sam to submit to the Fire Brigade Council. The educator
boundary punctuation and class come up with reasons why Fireman Sam is the Typed letter from
and text structure (ACE right man for the job (brave, experienced, respected). Fireman Sam in
LY1672) Appropriate persuasive language is employed to convince red envelope
the Fire Brigade Council.
Educator calls on children to come up to the board and
identify, and underline ‘not sure’ words. Educator asks the
class to identify two examples of each persuasive language
feature (nouns, pronouns, signal words and adjectives).
Lesson 10 – Literacy: As a result of this Rubric – measures Introduction: Persuasive
Week 9, Create short lesson, students will child’s ability to Children sit in a circle and laminated persuasive language language feature
Friday: imaginative, informative be able to: use persuasive feature cards are seen face up in the middle of the circle. A cards
AP and persuasive texts  Independently language features variety of examples of these features are on cards face
using growing write a job and the legibility down. Children go around the circle and turn the cards over Persuasive
Following knowledge of text application of their writing one at a time, placing the example under the correct language feature
this lesson, structures and language using persuasive language feature. Educator talks about the example cards
students can features for familiar and appropriate Peer assessment – upcoming student council elections. Educator creates a
progress to some less familiar persuasive two stars and a brainstorm using the children’s ideas about the qualities Brainstorm
using word audiences, selecting language wish they believe a good student should possess. Educator
processing print and multimodal features reminds children they will be looking for the three neatest Glitter pens and
software to elements appropriate to  Write using Self-assessment – writers to receive a sticker and a glitter pen to edit their stickers
publish a the audience and legible, unjoined sad face, straight work.
typed copy purpose (ACELY1671) letters face, happy face Lesson Body: 2 stars and a wish
of this job Children write a job application for the upcoming student sheets
application Write legibly and with council elections. Children use the ideas from the
growing fluency using brainstorm to give them ideas. Children can refer to the Peer assessment
unjoined upper case and persuasive language feature examples to help them make sheet
lower case their writing more persuasive. Educator walks around
letters (ACELY1673) examining each child’s work to determine the three neatest
writers. Once children have finished editing their work, they
engage in the peer assessment task, before assessing how
they feel about their writing themselves.
Educator asks for volunteers to read out their work. Other
students listen closely and identify as many of the
persuasive language features as they can. At the end of the
reading, the writer will inform the other children if they
identified all the persuasive language features or if they
missed any.