Foundation English Achievement Standard
13 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
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.
The 13 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories.
Content descriptorAC9EFLA01 Language
explore how language is used differently at home and school depending on the relationships between people
Elaborations (2)
- Elaboration asking relevant questions, and expressing requests and opinions in ways that suit the contexts
- Elaboration learning to use language according to the relationship between people; for example, between a parent and a child, a teacher and a student, siblings or friends, shopkeepers and customers
Content descriptorAC9EFLE05 Literature
retell and adapt familiar literary texts through play, performance, images or writing
Elaborations (2)
- Elaboration drawing and role-playing characters or events
- Elaboration sequencing pictures, which may involve using digital tools, to retell a story
Content descriptorAC9EFLY02 Literacy
interact in informal and structured situations by listening while others speak and using features of voice including volume levels
Elaborations (5)
- Elaboration exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas
- Elaboration showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate
- Elaboration altering volume for inside and outside situations and when speaking to an audience
- Elaboration participating in informal interaction situations; for example, play-based experiences that involve the imaginative use of spoken language
- Elaboration listening to and following instructions
Content descriptorAC9EFLY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
Elaborations (5)
- Elaboration sequencing ideas in spoken texts, retelling well-known stories, retelling stories with picture cues, retelling information using prompts
- Elaboration listening for specific purposes; for example, details of a character or to answer a given question
- Elaboration relating one or two key facts from informative texts
- Elaboration retelling events from First Nations Australians’ stories and cultural accounts in sequence
- Elaboration predicting what might happen in a text based on the title and cover
Content descriptorAC9EFLY07 Literacy
create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
Elaborations (3)
- Elaboration sharing a personal experience, interest or discovery with peers in a semi-formal situation
- Elaboration sharing personal responses to ideas and events experienced through texts
- Elaboration using visual prompts to practise staying on topic or to sequence ideas
They share thoughts and preferences, retell events and report information or key ideas to an audience.
Content descriptorAC9EFLA02 Language
explore different ways of using language to express preferences, likes and dislikes
Elaborations (2)
- Elaboration recognising how feelings and preferences might be communicated in speech and gesture
- Elaboration recognising the ways emotions and feelings can be conveyed in visual and media texts; for example, in advertising and animations
Content descriptorAC9EFLE01 Literature
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
Elaborations (5)
- Elaboration engaging with texts that reflect the social and cultural groups to which students belong
- Elaboration comparing experiences depicted in stories by wide-ranging world authors with own experiences
- Elaboration viewing stories by First Nations Australian storytellers from print, visual, digital and multimodal sources
- Elaboration engaging with texts that portray Australian family life in different settings across Australia; for example, suburban and remote settings
- Elaboration identifying some features of culture that are revealed by characters and events in stories; for example, dress, food and daily routines
Content descriptorAC9EFLE02 Literature
respond to stories and share feelings and thoughts about their events and characters
Elaborations (2)
- Elaboration using drawing and beginning forms of writing to express personal responses to stories, poems or films
- Elaboration discussing events and characters in texts, and connecting them to their own experiences
Content descriptorAC9EFLY02 Literacy
interact in informal and structured situations by listening while others speak and using features of voice including volume levels
Elaborations (5)
- Elaboration exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas
- Elaboration showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate
- Elaboration altering volume for inside and outside situations and when speaking to an audience
- Elaboration participating in informal interaction situations; for example, play-based experiences that involve the imaginative use of spoken language
- Elaboration listening to and following instructions
Content descriptorAC9EFLY07 Literacy
create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
Elaborations (3)
- Elaboration sharing a personal experience, interest or discovery with peers in a semi-formal situation
- Elaboration sharing personal responses to ideas and events experienced through texts
- Elaboration using visual prompts to practise staying on topic or to sequence ideas
They use language features including words and phrases from learning and texts.
Content descriptorAC9EFLA02 Language
explore different ways of using language to express preferences, likes and dislikes
Elaborations (2)
- Elaboration recognising how feelings and preferences might be communicated in speech and gesture
- Elaboration recognising the ways emotions and feelings can be conveyed in visual and media texts; for example, in advertising and animations
Content descriptorAC9EFLA08 Language
recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
Elaborations (3)
- Elaboration identifying learning area–specific words when learning new topics or engaging in imaginative play; for example, role-playing a shopkeeper and a customer
- Elaboration identifying words for a topic studied at school; for example, words relevant to the topic of families
- Elaboration expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects
Content descriptorAC9EFLE04 Literature
explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs
Elaborations (3)
- Elaboration using music and actions to enhance appreciation of rhymes, poems, chants and songs
- Elaboration reciting rhymes with actions
- Elaboration exploring rhythms used in poems by First Nations Australians
Content descriptorAC9EFLY09 Literacy
recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
Elaborations (3)
- Elaboration recognising and producing rhyming words when listening to rhyming stories or rhymes; for example, “funny” and “money”
- Elaboration identifying patterns of alliteration in spoken words; for example, “helpful Henry”
- Elaboration identifying syllables in spoken words; for example, clapping the rhythm of “Mon-day”, “Ja-cob” or “Si-en-na”
They listen for and identify rhymes, letter patterns and sounds (phonemes) in words.
Content descriptorAC9EFLE04 Literature
explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs
Elaborations (3)
- Elaboration using music and actions to enhance appreciation of rhymes, poems, chants and songs
- Elaboration reciting rhymes with actions
- Elaboration exploring rhythms used in poems by First Nations Australians
Content descriptorAC9EFLY09 Literacy
recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
Elaborations (3)
- Elaboration recognising and producing rhyming words when listening to rhyming stories or rhymes; for example, “funny” and “money”
- Elaboration identifying patterns of alliteration in spoken words; for example, “helpful Henry”
- Elaboration identifying syllables in spoken words; for example, clapping the rhythm of “Mon-day”, “Ja-cob” or “Si-en-na”
They orally blend and segment phonemes in single-syllable words.
Content descriptorAC9EFLY10 Literacy
segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)
Elaborations (3)
- Elaboration saying the sounds when given a word; for example, “can” (“c-a-n”) or “ship” (“sh-i-p”)
- Elaboration saying the word when given the sounds; for example, “l-i-p” (“lip”) or “m-u-n-ch” (“munch”)
- Elaboration saying the new word when the beginning phoneme/medial/end phoneme in a word is replaced with a different phoneme; for example, “run” becomes “fun”, or “fun” becomes “fan”
They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences.
Content descriptorAC9EFLA07 Language
explore the contribution of images and words to meaning in stories and informative texts
Elaborations (2)
- Elaboration recognising that texts can be interpreted differently when only the words or only the images are read or viewed
- Elaboration identifying where written text is reflected in accompanying images and where written text is not captured in images
Content descriptorAC9EFLA08 Language
recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
Elaborations (3)
- Elaboration identifying learning area–specific words when learning new topics or engaging in imaginative play; for example, role-playing a shopkeeper and a customer
- Elaboration identifying words for a topic studied at school; for example, words relevant to the topic of families
- Elaboration expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects
Content descriptorAC9EFLE01 Literature
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
Elaborations (5)
- Elaboration engaging with texts that reflect the social and cultural groups to which students belong
- Elaboration comparing experiences depicted in stories by wide-ranging world authors with own experiences
- Elaboration viewing stories by First Nations Australian storytellers from print, visual, digital and multimodal sources
- Elaboration engaging with texts that portray Australian family life in different settings across Australia; for example, suburban and remote settings
- Elaboration identifying some features of culture that are revealed by characters and events in stories; for example, dress, food and daily routines
Content descriptorAC9EFLE02 Literature
respond to stories and share feelings and thoughts about their events and characters
Elaborations (2)
- Elaboration using drawing and beginning forms of writing to express personal responses to stories, poems or films
- Elaboration discussing events and characters in texts, and connecting them to their own experiences
Content descriptorAC9EFLE03 Literature
recognise different types of literary texts and identify features including events, characters, and beginnings and endings
Elaborations (4)
- Elaboration recognising that stories often have similar beginnings; for example, “Once upon a time”, “A long, long time ago” in fairytales or introducing the character: “A girl called Amira …”
- Elaboration exploring literature by First Nations Australian authors and their cultural patterns of storytelling
- Elaboration identifying how stories are told in poetry
- Elaboration identifying typical features of fairytales such as princes and princesses or the moral of the story
Content descriptorAC9EFLY01 Literacy
identify some familiar texts, such as stories and informative texts, and their purpose
Elaborations (3)
- Elaboration recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
- Elaboration using book covers to group imaginative and informative texts
- Elaboration grouping texts according to topic; for example, grouping a set of texts, which may include informative and imaginative texts, about farm animals
Content descriptorAC9EFLY03 Literacy
identify some differences between imaginative and informative texts
Elaborations (3)
- Elaboration talking about what is “real” and what is imagined in texts
- Elaboration identifying and selecting texts for information purposes and commenting on how the text might help with a task
- Elaboration comparing images in imaginative texts with images in informative texts
Content descriptorAC9EFLY04 Literacy
read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
Elaborations (3)
- Elaboration navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed and matching one spoken word to one written word
- Elaboration attempting to work out unknown words by using phonic decoding and knowledge of high-frequency words
- Elaboration pausing or asking for support when meaning breaks down
Content descriptorAC9EFLY05 Literacy
use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
Elaborations (5)
- Elaboration sequencing ideas in spoken texts, retelling well-known stories, retelling stories with picture cues, retelling information using prompts
- Elaboration listening for specific purposes; for example, details of a character or to answer a given question
- Elaboration relating one or two key facts from informative texts
- Elaboration retelling events from First Nations Australians’ stories and cultural accounts in sequence
- Elaboration predicting what might happen in a text based on the title and cover
They identify the language features of texts including connections between print and images.
Content descriptorAC9EFLA03 Language
understand that texts can take many forms such as signs, books and digital texts
Elaborations (4)
- Elaboration comparing images in informative and imaginative texts, and identifying similarities and differences
- Elaboration comparing different ways information might be presented; for example, on a sign or in a set of instructions
- Elaboration identifying different forms of texts in school, home and community settings; for example, crossing signs, hand washing signs, directions and product labels
- Elaboration understanding that many First Nations Australians’ stories are oral narrations and cultural accounts, and may be represented as or with images
Content descriptorAC9EFLA04 Language
understand conventions of print and screen, including how books and simple digital texts are usually organised
Elaborations (4)
- Elaboration learning that Standard Australian English in written texts is read from left to right and usually from top to bottom of the page
- Elaboration identifying tabs in a digital text
- Elaboration discussing the placement of images and words in text
- Elaboration indicating the title of a book and where to start reading
Content descriptorAC9EFLA05 Language
recognise that sentences are key units for expressing ideas
Elaborations (2)
- Elaboration learning that word order in sentences is important for meaning; for example, “The boy sat on the dog.” “The dog sat on the boy.”
- Elaboration recognising the difference between a sentence fragment and a sentence; for example, “after school”, “Dad will pick me up after school.”
Content descriptorAC9EFLA06 Language
recognise that sentences are made up of groups of words that work together in particular ways to make meaning
Elaborations (1)
- Elaboration learning how words in a sentence relate to one another; for example, connecting a cat (noun) to ate (verb), or black (adjective) to a cat (noun)
Content descriptorAC9EFLA07 Language
explore the contribution of images and words to meaning in stories and informative texts
Elaborations (2)
- Elaboration recognising that texts can be interpreted differently when only the words or only the images are read or viewed
- Elaboration identifying where written text is reflected in accompanying images and where written text is not captured in images
Content descriptorAC9EFLA08 Language
recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
Elaborations (3)
- Elaboration identifying learning area–specific words when learning new topics or engaging in imaginative play; for example, role-playing a shopkeeper and a customer
- Elaboration identifying words for a topic studied at school; for example, words relevant to the topic of families
- Elaboration expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects
Content descriptorAC9EFLA09 Language
identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
Elaborations (1)
- Elaboration commenting on capital letters encountered in everyday texts; for example, “That’s the letter that starts my name.” “The name of my family and my town have capital letters.”
Content descriptorAC9EFLE03 Literature
recognise different types of literary texts and identify features including events, characters, and beginnings and endings
Elaborations (4)
- Elaboration recognising that stories often have similar beginnings; for example, “Once upon a time”, “A long, long time ago” in fairytales or introducing the character: “A girl called Amira …”
- Elaboration exploring literature by First Nations Australian authors and their cultural patterns of storytelling
- Elaboration identifying how stories are told in poetry
- Elaboration identifying typical features of fairytales such as princes and princesses or the moral of the story
Content descriptorAC9EFLY01 Literacy
identify some familiar texts, such as stories and informative texts, and their purpose
Elaborations (3)
- Elaboration recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
- Elaboration using book covers to group imaginative and informative texts
- Elaboration grouping texts according to topic; for example, grouping a set of texts, which may include informative and imaginative texts, about farm animals
Content descriptorAC9EFLY03 Literacy
identify some differences between imaginative and informative texts
Elaborations (3)
- Elaboration talking about what is “real” and what is imagined in texts
- Elaboration identifying and selecting texts for information purposes and commenting on how the text might help with a task
- Elaboration comparing images in imaginative texts with images in informative texts
They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs).
Content descriptorAC9EFLY11 Literacy
recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents
Elaborations (3)
- Elaboration recognising letters in own name
- Elaboration matching upper- and lower-case letters
- Elaboration identifying sounds for upper- and lower-case letters
Content descriptorAC9EFLY13 Literacy
use knowledge of letters and sounds to spell words
Elaborations (1)
- Elaboration making plausible spelling choices using letter–sound correspondences and morphemic knowledge
They read words including consonant–vowel–consonant words and some high-frequency words.
Content descriptorAC9EFLY12 Literacy
write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
Content descriptorAC9EFLY14 Literacy
read and write some high-frequency words and other familiar words
Elaborations (2)
- Elaboration knowing how to read and write some high-frequency words recognised in shared texts and texts being read independently; for example, “and”, “my”, “is”, “the” and “go”
- Elaboration knowing how to read and write some familiar words; for example, their name, the name of a character or the name of their school
Content descriptorAC9EFLY15 Literacy
understand that words are units of meaning and can be made of more than one meaningful part
Elaborations (1)
- Elaboration learning that words are made up of meaningful parts; for example, “dogs” has 2 meaningful parts: “dog” and “s” meaning more than one
They create short written texts, including retelling stories using words and images where appropriate.
Content descriptorAC9EFLA04 Language
understand conventions of print and screen, including how books and simple digital texts are usually organised
Elaborations (4)
- Elaboration learning that Standard Australian English in written texts is read from left to right and usually from top to bottom of the page
- Elaboration identifying tabs in a digital text
- Elaboration discussing the placement of images and words in text
- Elaboration indicating the title of a book and where to start reading
Content descriptorAC9EFLA05 Language
recognise that sentences are key units for expressing ideas
Elaborations (2)
- Elaboration learning that word order in sentences is important for meaning; for example, “The boy sat on the dog.” “The dog sat on the boy.”
- Elaboration recognising the difference between a sentence fragment and a sentence; for example, “after school”, “Dad will pick me up after school.”
Content descriptorAC9EFLA06 Language
recognise that sentences are made up of groups of words that work together in particular ways to make meaning
Elaborations (1)
- Elaboration learning how words in a sentence relate to one another; for example, connecting a cat (noun) to ate (verb), or black (adjective) to a cat (noun)
Content descriptorAC9EFLA07 Language
explore the contribution of images and words to meaning in stories and informative texts
Elaborations (2)
- Elaboration recognising that texts can be interpreted differently when only the words or only the images are read or viewed
- Elaboration identifying where written text is reflected in accompanying images and where written text is not captured in images
Content descriptorAC9EFLE05 Literature
retell and adapt familiar literary texts through play, performance, images or writing
Elaborations (2)
- Elaboration drawing and role-playing characters or events
- Elaboration sequencing pictures, which may involve using digital tools, to retell a story
Content descriptorAC9EFLY06 Literacy
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
Elaborations (4)
- Elaboration using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts
- Elaboration using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts
- Elaboration “reading” their own texts back to an experienced writer
- Elaboration participating in shared editing by circling the capital letters at the beginning of sentences
They retell, report information and state their thoughts, feelings and key ideas.
Content descriptorAC9EFLA05 Language
recognise that sentences are key units for expressing ideas
Elaborations (2)
- Elaboration learning that word order in sentences is important for meaning; for example, “The boy sat on the dog.” “The dog sat on the boy.”
- Elaboration recognising the difference between a sentence fragment and a sentence; for example, “after school”, “Dad will pick me up after school.”
Content descriptorAC9EFLA06 Language
recognise that sentences are made up of groups of words that work together in particular ways to make meaning
Elaborations (1)
- Elaboration learning how words in a sentence relate to one another; for example, connecting a cat (noun) to ate (verb), or black (adjective) to a cat (noun)
Content descriptorAC9EFLA07 Language
explore the contribution of images and words to meaning in stories and informative texts
Elaborations (2)
- Elaboration recognising that texts can be interpreted differently when only the words or only the images are read or viewed
- Elaboration identifying where written text is reflected in accompanying images and where written text is not captured in images
Content descriptorAC9EFLE02 Literature
respond to stories and share feelings and thoughts about their events and characters
Elaborations (2)
- Elaboration using drawing and beginning forms of writing to express personal responses to stories, poems or films
- Elaboration discussing events and characters in texts, and connecting them to their own experiences
Content descriptorAC9EFLE05 Literature
retell and adapt familiar literary texts through play, performance, images or writing
Elaborations (2)
- Elaboration drawing and role-playing characters or events
- Elaboration sequencing pictures, which may involve using digital tools, to retell a story
Content descriptorAC9EFLY06 Literacy
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
Elaborations (4)
- Elaboration using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts
- Elaboration using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts
- Elaboration “reading” their own texts back to an experienced writer
- Elaboration participating in shared editing by circling the capital letters at the beginning of sentences
They use words and phrases from learning and texts.
Content descriptorAC9EFLA08 Language
recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
Elaborations (3)
- Elaboration identifying learning area–specific words when learning new topics or engaging in imaginative play; for example, role-playing a shopkeeper and a customer
- Elaboration identifying words for a topic studied at school; for example, words relevant to the topic of families
- Elaboration expanding vocabulary through informal interactions and planned experiences with adults and peers, texts, images, and artefacts or objects
Content descriptorAC9EFLY06 Literacy
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
Elaborations (4)
- Elaboration using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts
- Elaboration using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts
- Elaboration “reading” their own texts back to an experienced writer
- Elaboration participating in shared editing by circling the capital letters at the beginning of sentences
They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.
Content descriptorAC9EFLA09 Language
identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
Elaborations (1)
- Elaboration commenting on capital letters encountered in everyday texts; for example, “That’s the letter that starts my name.” “The name of my family and my town have capital letters.”
Content descriptorAC9EFLY06 Literacy
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
Elaborations (4)
- Elaboration using beginning writing knowledge, sound–letter relationships, known words and punctuation to create short texts
- Elaboration using writing and drawing, which may include digital tools, to represent and communicate personal responses to ideas and events experienced through texts
- Elaboration “reading” their own texts back to an experienced writer
- Elaboration participating in shared editing by circling the capital letters at the beginning of sentences
Content descriptorAC9EFLY08 Literacy
form most lower-case and upper-case letters using learnt letter formations
Elaborations (2)
- Elaboration following clear demonstrations of how to construct each letter; for example, where to start and in which direction to write
- Elaboration developing a functional pencil grip/grasp
Content descriptorAC9EFLY12 Literacy
write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
Content descriptorAC9EFLY13 Literacy
use knowledge of letters and sounds to spell words
Elaborations (1)
- Elaboration making plausible spelling choices using letter–sound correspondences and morphemic knowledge
Content descriptorAC9EFLY14 Literacy
read and write some high-frequency words and other familiar words
Elaborations (2)
- Elaboration knowing how to read and write some high-frequency words recognised in shared texts and texts being read independently; for example, “and”, “my”, “is”, “the” and “go”
- Elaboration knowing how to read and write some familiar words; for example, their name, the name of a character or the name of their school
This achievement standard describes the expected learning for Foundation English. Use it to plan teaching and assessment with the Australian Curriculum v9.
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 | |