Foundation English ASENGFY

Foundation English Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Foundation English by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words.

They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.

Content Descriptors by Strand

This standard is supported by 29 Content Descriptors:

Language

Literature

Literature and contexts

AC9EFLE01 share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Engaging with and responding to literature

AC9EFLE02 respond to stories and share feelings and thoughts about their events and characters

Examining literature

AC9EFLE03 recognise different types of literary texts and identify features including events, characters, and beginnings and endings AC9EFLE04 explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs

Creating literature

AC9EFLE05 retell and adapt familiar literary texts through play, performance, images or writing

Literacy

Texts in context

AC9EFLY01 identify some familiar texts, such as stories and informative texts, and their purpose

Interacting with others

AC9EFLY02 interact in informal and structured situations by listening while others speak and using features of voice including volume levels

Analysing, interpreting and evaluating

AC9EFLY03 identify some differences between imaginative and informative texts AC9EFLY04 read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge AC9EFLY05 use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently

Creating texts

AC9EFLY06 create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly AC9EFLY07 create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume AC9EFLY08 form most lower-case and upper-case letters using learnt letter formations

Phonic and word knowledge

AC9EFLY09 recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness) AC9EFLY10 segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness) AC9EFLY11 recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents AC9EFLY12 write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words AC9EFLY13 use knowledge of letters and sounds to spell words AC9EFLY14 read and write some high-frequency words and other familiar words AC9EFLY15 understand that words are units of meaning and can be made of more than one meaningful part

At a Glance

Strand	Substrand	CDs	Elaborations
Language	Language for interacting with others	2	4
Language	Text structure and organisation	2	8
Language	Language for expressing and developing ideas	5	9
Literature	Literature and contexts	1	5
Literature	Engaging with and responding to literature	1	2
Literature	Examining literature	2	7
Literature	Creating literature	1	2
Literacy	Texts in context	1	3
Literacy	Interacting with others	1	5
Literacy	Analysing, interpreting and evaluating	3	11
Literacy	Creating texts	3	9
Literacy	Phonic and word knowledge	7	13
Total		29	78

Frequently Asked Questions

What should students know by the end of Foundation English?

By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words. They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words. They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.

How many Content Descriptors support this standard?

29 Content Descriptors support this Achievement Standard (Language: 2, Language: 2, Language: 5, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 3, Literacy: 7).

Is this from the latest Australian Curriculum?

Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.