Year 1 English Achievement Standard
15 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 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.
The 15 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 Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories.
Content descriptorAC9E1LA01 Language
understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
Elaborations (4)
- Elaboration recognising the effects of words, signing, gestures and body language on the way communications are received by others
- Elaboration understanding that symbols, gestures and body language are key components of communication in First Nations Australian communities
- Elaboration viewing short films and discussing how characters use words and body language to convey emotions
- Elaboration learning the difference between closed questions; for example, “Are you ready?”, and open questions; for example, “What made this text so exciting?”
Content descriptorAC9E1LE02 Literature
discuss literary texts and share responses by making connections with students’ own experiences
Elaborations (4)
- Elaboration generating questions about characters, settings and events from books and sharing responses
- Elaboration discussing different texts and offering opinions about how they reflect their own experiences
- Elaboration expressing responses to characters and events in stories using drawing and role-play
- Elaboration identifying who is telling the story in different texts
Content descriptorAC9E1LE04 Literature
listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
Elaborations (3)
- Elaboration listening to performance poetry, chants or songs from First Nations Australians
- Elaboration exploring poetry, chants and songs from Asian cultures
- Elaboration listening to haiku poems about familiar topics such as nature and the seasons
Content descriptorAC9E1LE05 Literature
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
Elaborations (3)
- Elaboration writing character descriptions
- Elaboration imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
- Elaboration retelling key events in stories using oral language, visual arts, digital tools or performance
Content descriptorAC9E1LY02 Literacy
use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Elaborations (5)
- Elaboration using turn-taking in group and pair work
- Elaboration building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting
- Elaboration participating in informal and structured class, group and pair discussions about content area topics, ideas and information
- Elaboration interacting appropriately with peers, teachers and visitors
- Elaboration formulating different types of questions to ask a speaker, such as open and closed questions and “when”, “why” and “how” questions
Content descriptorAC9E1LY05 Literacy
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
Elaborations (5)
- Elaboration identifying information and details from spoken informative texts
- Elaboration building topic knowledge and learning new vocabulary before and during reading
- Elaboration making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading
- Elaboration drawing inferences and explaining inferences using clues from the text
- Elaboration making connections with existing knowledge and personal experiences
Content descriptorAC9E1LY07 Literacy
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
Elaborations (5)
- Elaboration reporting the results of group activities
- Elaboration explaining how to do or make something
- Elaboration giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume, and using content-specific vocabulary
- Elaboration experimenting with volume and pace for particular purposes; for example, presenting information, retelling stories, and reciting rhymes and poems
- Elaboration giving reasons why the class should learn a particular game
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.
Content descriptorAC9E1LA02 Language
explore language to provide reasons for likes, dislikes and preferences
Elaborations (2)
- Elaboration using words including “because” to introduce reasons for likes, dislikes and preferences
- Elaboration exploring comparative words (adjectives) to express the degree of preference; for example, “better”, “faster”
Content descriptorAC9E1LE01 Literature
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
Elaborations (3)
- Elaboration discussing how animal characters reflect human characteristics; for example, the creation of animal characters and their human qualities in fables by wide-ranging world authors
- Elaboration discussing how characters, settings and events are described or depicted in literature by First Nations Australian authors and illustrators
- Elaboration discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from wide-ranging Australian authors
Content descriptorAC9E1LE02 Literature
discuss literary texts and share responses by making connections with students’ own experiences
Elaborations (4)
- Elaboration generating questions about characters, settings and events from books and sharing responses
- Elaboration discussing different texts and offering opinions about how they reflect their own experiences
- Elaboration expressing responses to characters and events in stories using drawing and role-play
- Elaboration identifying who is telling the story in different texts
Content descriptorAC9E1LE04 Literature
listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
Elaborations (3)
- Elaboration listening to performance poetry, chants or songs from First Nations Australians
- Elaboration exploring poetry, chants and songs from Asian cultures
- Elaboration listening to haiku poems about familiar topics such as nature and the seasons
Content descriptorAC9E1LE05 Literature
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
Elaborations (3)
- Elaboration writing character descriptions
- Elaboration imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
- Elaboration retelling key events in stories using oral language, visual arts, digital tools or performance
Content descriptorAC9E1LY02 Literacy
use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Elaborations (5)
- Elaboration using turn-taking in group and pair work
- Elaboration building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting
- Elaboration participating in informal and structured class, group and pair discussions about content area topics, ideas and information
- Elaboration interacting appropriately with peers, teachers and visitors
- Elaboration formulating different types of questions to ask a speaker, such as open and closed questions and “when”, “why” and “how” questions
Content descriptorAC9E1LY07 Literacy
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
Elaborations (5)
- Elaboration reporting the results of group activities
- Elaboration explaining how to do or make something
- Elaboration giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume, and using content-specific vocabulary
- Elaboration experimenting with volume and pace for particular purposes; for example, presenting information, retelling stories, and reciting rhymes and poems
- Elaboration giving reasons why the class should learn a particular game
They sequence ideas and use language features including topic-specific vocabulary and features of voice.
Content descriptorAC9E1LA02 Language
explore language to provide reasons for likes, dislikes and preferences
Elaborations (2)
- Elaboration using words including “because” to introduce reasons for likes, dislikes and preferences
- Elaboration exploring comparative words (adjectives) to express the degree of preference; for example, “better”, “faster”
Content descriptorAC9E1LA09 Language
recognise the vocabulary of learning area topics
Elaborations (3)
- Elaboration using appropriate topic-specific vocabulary when discussing a learning area topic
- Elaboration using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country or Place
- Elaboration identifying words for topics studied at school; for example, vocabulary used for weather and seasons
Content descriptorAC9E1LE05 Literature
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
Elaborations (3)
- Elaboration writing character descriptions
- Elaboration imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
- Elaboration retelling key events in stories using oral language, visual arts, digital tools or performance
Content descriptorAC9E1LY07 Literacy
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
Elaborations (5)
- Elaboration reporting the results of group activities
- Elaboration explaining how to do or make something
- Elaboration giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume, and using content-specific vocabulary
- Elaboration experimenting with volume and pace for particular purposes; for example, presenting information, retelling stories, and reciting rhymes and poems
- Elaboration giving reasons why the class should learn a particular game
They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences.
Content descriptorAC9E1LA08 Language
compare how images in different types of texts contribute to meaning
Elaborations (4)
- Elaboration comparing images from texts where images of the same subject are represented differently; for example, a cartoon image of an animal, a photograph of an animal and a digital image of an animal in an advertisement
- Elaboration understanding how authors and illustrators build up meaning across a sequence of images
- Elaboration understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the print text
- Elaboration exploring images in stories and cultural accounts by First Nations Australian authors and discussing the impact this may have
Content descriptorAC9E1LA09 Language
recognise the vocabulary of learning area topics
Elaborations (3)
- Elaboration using appropriate topic-specific vocabulary when discussing a learning area topic
- Elaboration using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country or Place
- Elaboration identifying words for topics studied at school; for example, vocabulary used for weather and seasons
Content descriptorAC9E1LE01 Literature
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
Elaborations (3)
- Elaboration discussing how animal characters reflect human characteristics; for example, the creation of animal characters and their human qualities in fables by wide-ranging world authors
- Elaboration discussing how characters, settings and events are described or depicted in literature by First Nations Australian authors and illustrators
- Elaboration discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from wide-ranging Australian authors
Content descriptorAC9E1LE02 Literature
discuss literary texts and share responses by making connections with students’ own experiences
Elaborations (4)
- Elaboration generating questions about characters, settings and events from books and sharing responses
- Elaboration discussing different texts and offering opinions about how they reflect their own experiences
- Elaboration expressing responses to characters and events in stories using drawing and role-play
- Elaboration identifying who is telling the story in different texts
Content descriptorAC9E1LE03 Literature
discuss plot, character and setting, which are features of stories
Elaborations (3)
- Elaboration recognising similar characters and settings in different types of literary texts; for example, traditional tales, narrative poems and fables
- Elaboration discussing whether features of settings including time (year, season) and place (country or city) are realistic or imagined
- Elaboration discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
Content descriptorAC9E1LY03 Literacy
describe some similarities and differences between imaginative, informative and persuasive texts
Elaborations (2)
- Elaboration comparing and discussing texts, identifying some features that distinguish those that “tell stories” from those that “give opinions”
- Elaboration selecting texts for a particular purpose or task; for example, a website that will give information about a learning area topic, a book that will tell a story about an animal
Content descriptorAC9E1LY04 Literacy
read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Elaborations (2)
- Elaboration recognising most high-frequency words when reading a text
- Elaboration self-correcting or asking for assistance when meaning breaks down
Content descriptorAC9E1LY05 Literacy
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
Elaborations (5)
- Elaboration identifying information and details from spoken informative texts
- Elaboration building topic knowledge and learning new vocabulary before and during reading
- Elaboration making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading
- Elaboration drawing inferences and explaining inferences using clues from the text
- Elaboration making connections with existing knowledge and personal experiences
They identify the text structures of familiar narrative and informative texts, and their language features and visual features.
Content descriptorAC9E1LA03 Language
explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
Elaborations (3)
- Elaboration discussing and comparing the purposes and organisation of familiar texts
- Elaboration becoming familiar with the typical stages of types of texts; for example, recount and procedure
- Elaboration recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams
Content descriptorAC9E1LA04 Language
explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs
Elaborations (2)
- Elaboration identifying patterns of repetition in texts; for example, repetition of sentence patterns such as “Have you seen …”
- Elaboration discussing different poems and identifying rhyme; for example, end of line rhyme
Content descriptorAC9E1LA05 Language
understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Elaborations (1)
- Elaboration comparing the layout of print and digital texts; for example, the layout of print and images in an information book and the layout of information in an online text
Content descriptorAC9E1LA06 Language
understand that a simple sentence consists of a single independent clause representing a single event or idea
Elaborations (2)
- Elaboration knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase); for example, “Teddy (participant: who or what is involved) read (process: a happening) the book (participant: who or what is involved) in the library (circumstance: where he read).”
- Elaboration understanding that simple sentences answer questions such as, “what is happening?” and “who or what is involved?” along with details such as “where?”, “when?”, “how?”
Content descriptorAC9E1LA07 Language
understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Elaborations (2)
- Elaboration understanding that words or groups of words can represent the participants (nouns; for example, people, places, things) that are involved in various activities or processes (verbs of doing, saying, thinking, being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer “when?”, “where?”, “how?”)
- Elaboration recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs
Content descriptorAC9E1LA08 Language
compare how images in different types of texts contribute to meaning
Elaborations (4)
- Elaboration comparing images from texts where images of the same subject are represented differently; for example, a cartoon image of an animal, a photograph of an animal and a digital image of an animal in an advertisement
- Elaboration understanding how authors and illustrators build up meaning across a sequence of images
- Elaboration understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the print text
- Elaboration exploring images in stories and cultural accounts by First Nations Australian authors and discussing the impact this may have
Content descriptorAC9E1LA09 Language
recognise the vocabulary of learning area topics
Elaborations (3)
- Elaboration using appropriate topic-specific vocabulary when discussing a learning area topic
- Elaboration using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country or Place
- Elaboration identifying words for topics studied at school; for example, vocabulary used for weather and seasons
Content descriptorAC9E1LA10 Language
understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
Elaborations (4)
- Elaboration using intonation and pauses in response to punctuation, when reading
- Elaboration identifying different sentence boundary punctuation, when reading
- Elaboration writing different types of sentences; for example, statements and questions, and discussing appropriate punctuation
- Elaboration identifying and using capital letters to name places and holidays
Content descriptorAC9E1LE01 Literature
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
Elaborations (3)
- Elaboration discussing how animal characters reflect human characteristics; for example, the creation of animal characters and their human qualities in fables by wide-ranging world authors
- Elaboration discussing how characters, settings and events are described or depicted in literature by First Nations Australian authors and illustrators
- Elaboration discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from wide-ranging Australian authors
Content descriptorAC9E1LE03 Literature
discuss plot, character and setting, which are features of stories
Elaborations (3)
- Elaboration recognising similar characters and settings in different types of literary texts; for example, traditional tales, narrative poems and fables
- Elaboration discussing whether features of settings including time (year, season) and place (country or city) are realistic or imagined
- Elaboration discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
Content descriptorAC9E1LY01 Literacy
discuss different texts and identify some features that indicate their purposes
Elaborations (2)
- Elaboration discussing a range of texts encountered in school and in the community, and identifying their purpose
- Elaboration recognising that types of texts with similar purposes usually have predictable structures
Content descriptorAC9E1LY03 Literacy
describe some similarities and differences between imaginative, informative and persuasive texts
Elaborations (2)
- Elaboration comparing and discussing texts, identifying some features that distinguish those that “tell stories” from those that “give opinions”
- Elaboration selecting texts for a particular purpose or task; for example, a website that will give information about a learning area topic, a book that will tell a story about an animal
They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words.
Content descriptorAC9E1LY04 Literacy
read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Elaborations (2)
- Elaboration recognising most high-frequency words when reading a text
- Elaboration self-correcting or asking for assistance when meaning breaks down
Content descriptorAC9E1LY10 Literacy
orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
Elaborations (3)
- Elaboration adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes
- Elaboration substituting medial sounds in spoken words to make new words; for example, “pin”, “pen”, “pan”
- Elaboration substituting final sounds in spoken words; for example, substitute the “t” in “pet” with “g” to form a new word “peg”
Content descriptorAC9E1LY11 Literacy
use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
Elaborations (2)
- Elaboration using knowledge of letters and sounds to write words with short vowels; for example, “man”, and common long vowel sounds; for example, “time”
- Elaboration using knowledge of letter sounds to write single-syllable words with consonant digraphs and consonant blends; for example, “wish” and “rest”
They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words.
Content descriptorAC9E1LY04 Literacy
read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Elaborations (2)
- Elaboration recognising most high-frequency words when reading a text
- Elaboration self-correcting or asking for assistance when meaning breaks down
Content descriptorAC9E1LY09 Literacy
segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
Elaborations (1)
- Elaboration saying sounds in order for a given spoken word; for example, “s-p-oo-n” and “f-i-s-t”
Content descriptorAC9E1LY10 Literacy
orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
Elaborations (3)
- Elaboration adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes
- Elaboration substituting medial sounds in spoken words to make new words; for example, “pin”, “pen”, “pan”
- Elaboration substituting final sounds in spoken words; for example, substitute the “t” in “pet” with “g” to form a new word “peg”
Content descriptorAC9E1LY11 Literacy
use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
Elaborations (2)
- Elaboration using knowledge of letters and sounds to write words with short vowels; for example, “man”, and common long vowel sounds; for example, “time”
- Elaboration using knowledge of letter sounds to write single-syllable words with consonant digraphs and consonant blends; for example, “wish” and “rest”
Content descriptorAC9E1LY12 Literacy
understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
Elaborations (2)
- Elaboration recognising that letters can have more than one sound; for example, the letter “u” in “cut”, “put”, “use” and the letter “a” in “cat”, “father”, “any”
- Elaboration recognising sounds that can be produced by different letters; for example, the “s” sound in “sat” and “cent”
Content descriptorAC9E1LY14 Literacy
read and write an increasing number of high-frequency words
Elaborations (1)
- Elaboration learning an increasing number of high-frequency words and reading them independently; for example, “one”, “have” and “pretty”
They use sentence boundary punctuation to read with developing phrasing and fluency.
Content descriptorAC9E1LA10 Language
understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
Elaborations (4)
- Elaboration using intonation and pauses in response to punctuation, when reading
- Elaboration identifying different sentence boundary punctuation, when reading
- Elaboration writing different types of sentences; for example, statements and questions, and discussing appropriate punctuation
- Elaboration identifying and using capital letters to name places and holidays
Content descriptorAC9E1LY04 Literacy
read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
Elaborations (2)
- Elaboration recognising most high-frequency words when reading a text
- Elaboration self-correcting or asking for assistance when meaning breaks down
They create short written and/or multimodal texts including recounts of stories with events and characters.
Content descriptorAC9E1LA05 Language
understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Elaborations (1)
- Elaboration comparing the layout of print and digital texts; for example, the layout of print and images in an information book and the layout of information in an online text
Content descriptorAC9E1LE03 Literature
discuss plot, character and setting, which are features of stories
Elaborations (3)
- Elaboration recognising similar characters and settings in different types of literary texts; for example, traditional tales, narrative poems and fables
- Elaboration discussing whether features of settings including time (year, season) and place (country or city) are realistic or imagined
- Elaboration discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
Content descriptorAC9E1LE05 Literature
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
Elaborations (3)
- Elaboration writing character descriptions
- Elaboration imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
- Elaboration retelling key events in stories using oral language, visual arts, digital tools or performance
Content descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
They report information and experiences, and express opinions.
Content descriptorAC9E1LA03 Language
explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
Elaborations (3)
- Elaboration discussing and comparing the purposes and organisation of familiar texts
- Elaboration becoming familiar with the typical stages of types of texts; for example, recount and procedure
- Elaboration recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams
Content descriptorAC9E1LE02 Literature
discuss literary texts and share responses by making connections with students’ own experiences
Elaborations (4)
- Elaboration generating questions about characters, settings and events from books and sharing responses
- Elaboration discussing different texts and offering opinions about how they reflect their own experiences
- Elaboration expressing responses to characters and events in stories using drawing and role-play
- Elaboration identifying who is telling the story in different texts
Content descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts.
Content descriptorAC9E1LE01 Literature
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
Elaborations (3)
- Elaboration discussing how animal characters reflect human characteristics; for example, the creation of animal characters and their human qualities in fables by wide-ranging world authors
- Elaboration discussing how characters, settings and events are described or depicted in literature by First Nations Australian authors and illustrators
- Elaboration discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from wide-ranging Australian authors
Content descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
They write simple sentences with sentence boundary punctuation and capital letters for proper nouns.
Content descriptorAC9E1LA06 Language
understand that a simple sentence consists of a single independent clause representing a single event or idea
Elaborations (2)
- Elaboration knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase); for example, “Teddy (participant: who or what is involved) read (process: a happening) the book (participant: who or what is involved) in the library (circumstance: where he read).”
- Elaboration understanding that simple sentences answer questions such as, “what is happening?” and “who or what is involved?” along with details such as “where?”, “when?”, “how?”
Content descriptorAC9E1LA07 Language
understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Elaborations (2)
- Elaboration understanding that words or groups of words can represent the participants (nouns; for example, people, places, things) that are involved in various activities or processes (verbs of doing, saying, thinking, being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer “when?”, “where?”, “how?”)
- Elaboration recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs
Content descriptorAC9E1LA10 Language
understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
Elaborations (4)
- Elaboration using intonation and pauses in response to punctuation, when reading
- Elaboration identifying different sentence boundary punctuation, when reading
- Elaboration writing different types of sentences; for example, statements and questions, and discussing appropriate punctuation
- Elaboration identifying and using capital letters to name places and holidays
Content descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
They use topic-specific vocabulary.
Content descriptorAC9E1LA09 Language
recognise the vocabulary of learning area topics
Elaborations (3)
- Elaboration using appropriate topic-specific vocabulary when discussing a learning area topic
- Elaboration using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country or Place
- Elaboration identifying words for topics studied at school; for example, vocabulary used for weather and seasons
Content descriptorAC9E1LE05 Literature
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
Elaborations (3)
- Elaboration writing character descriptions
- Elaboration imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
- Elaboration retelling key events in stories using oral language, visual arts, digital tools or performance
Content descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
They write words using unjoined upper-case and lower-case letters.
Content descriptorAC9E1LY08 Literacy
write words using unjoined lower-case and upper-case letters
Elaborations (1)
- Elaboration continuing to develop a functional pencil grip/grasp
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 descriptorAC9E1LY06 Literacy
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
Elaborations (6)
- Elaboration applying emerging knowledge of text structure and grammar when creating text
- Elaboration using learning area vocabulary when creating text
- Elaboration creating digital images and composing a story or information sequence on screen using images and captions
- Elaboration adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun
- Elaboration beginning to use dictionaries and resources to check and correct spelling
- Elaboration identifying words that might not be spelt correctly
Content descriptorAC9E1LY11 Literacy
use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
Elaborations (2)
- Elaboration using knowledge of letters and sounds to write words with short vowels; for example, “man”, and common long vowel sounds; for example, “time”
- Elaboration using knowledge of letter sounds to write single-syllable words with consonant digraphs and consonant blends; for example, “wish” and “rest”
Content descriptorAC9E1LY12 Literacy
understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
Elaborations (2)
- Elaboration recognising that letters can have more than one sound; for example, the letter “u” in “cut”, “put”, “use” and the letter “a” in “cat”, “father”, “any”
- Elaboration recognising sounds that can be produced by different letters; for example, the “s” sound in “sat” and “cent”
Content descriptorAC9E1LY13 Literacy
spell one- and two-syllable words with common letter patterns
Elaborations (1)
- Elaboration writing one- and two-syllable words containing known blends; for example, “bl” and “st”
Content descriptorAC9E1LY14 Literacy
read and write an increasing number of high-frequency words
Elaborations (1)
- Elaboration learning an increasing number of high-frequency words and reading them independently; for example, “one”, “have” and “pretty”
Content descriptorAC9E1LY15 Literacy
recognise and know how to use grammatical morphemes to create word families
Elaborations (2)
- Elaboration building word families from common morphemes; for example, “play”, “plays”, “playing”, “played”, “playground”
- Elaboration using morphemes to read words; for example, by recognising the base word in words such as “walk-ed”
This achievement standard describes the expected learning for Year 1 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 | 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 | |