Year 1 English ASENGY1

Year 1 English Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 1 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, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences. They identify the text structures of familiar narrative and informative texts, and their language features and visual features. They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words. They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words. They use sentence boundary punctuation to read with developing phrasing and fluency.

They create short written and/or multimodal texts including recounts of stories with events and characters. They report information and experiences, and express opinions. Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts. They write simple sentences with sentence boundary punctuation and capital letters for proper nouns. They use topic-specific vocabulary. They write words using unjoined upper-case and lower-case letters. They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.

Content Descriptors by Strand

This standard is supported by 30 Content Descriptors:

Language

Literature

Literature and contexts

AC9E1LE01 discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Engaging with and responding to literature

AC9E1LE02 discuss literary texts and share responses by making connections with students’ own experiences

Examining literature

AC9E1LE03 discuss plot, character and setting, which are features of stories AC9E1LE04 listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme

Creating literature

AC9E1LE05 orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools

Literacy

Texts in context

AC9E1LY01 discuss different texts and identify some features that indicate their purposes

Interacting with others

AC9E1LY02 use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions

Analysing, interpreting and evaluating

AC9E1LY03 describe some similarities and differences between imaginative, informative and persuasive texts AC9E1LY04 read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge AC9E1LY05 use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures

Creating texts

AC9E1LY06 create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words AC9E1LY07 create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace AC9E1LY08 write words using unjoined lower-case and upper-case letters

Phonic and word knowledge

AC9E1LY09 segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) AC9E1LY10 orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness) AC9E1LY11 use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words AC9E1LY12 understand that a letter can represent more than one sound and that a syllable must contain a vowel sound AC9E1LY13 spell one- and two-syllable words with common letter patterns AC9E1LY14 read and write an increasing number of high-frequency words AC9E1LY15 recognise and know how to use grammatical morphemes to create word families

At a Glance

Strand	Substrand	CDs	Elaborations
Language	Language for interacting with others	2	6
Language	Text structure and organisation	3	6
Language	Language for expressing and developing ideas	5	15
Literature	Literature and contexts	1	3
Literature	Engaging with and responding to literature	1	4
Literature	Examining literature	2	6
Literature	Creating literature	1	3
Literacy	Texts in context	1	2
Literacy	Interacting with others	1	5
Literacy	Analysing, interpreting and evaluating	3	9
Literacy	Creating texts	3	12
Literacy	Phonic and word knowledge	7	12
Total		30	83

Frequently Asked Questions

What should students know by the end of Year 1 English?

By the end of Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories. They share ideas and retell or adapt familiar stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts. They sequence ideas and use language features including topic-specific vocabulary and features of voice. They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences. They identify the text structures of familiar narrative and informative texts, and their language features and visual features. They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words. They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words. They use sentence boundary punctuation to read with developing phrasing and fluency. They create short written and/or multimodal texts including recounts of stories with events and characters. They report information and experiences, and express opinions. Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts. They write simple sentences with sentence boundary punctuation and capital letters for proper nouns. They use topic-specific vocabulary. They write words using unjoined upper-case and lower-case letters. They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.

How many Content Descriptors support this standard?

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

How does this compare to Foundation?

The Foundation English standard (ASENGFY) covers the preceding year level. Standards build progressively, with Year 1 expectations extending what was introduced in Foundation.

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.