Year 3
English
ASENGY3
Year 3 English Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 3 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
By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice.
They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.
They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.Content Descriptors by Strand
This standard is supported by 28 Content Descriptors:
Language
Language for interacting with others
AC9E3LA01 understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality AC9E3LA02 understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forcefulText structure and organisation
AC9E3LA03 describe how texts across the curriculum use different language features and structures relevant to their purpose AC9E3LA04 understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together AC9E3LA05 identify the purpose of layout features in print and digital texts and the words used for navigationLanguage for expressing and developing ideas
AC9E3LA06 understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree AC9E3LA07 understand how verbs represent different processes for doing, feeling, thinking, saying and relating AC9E3LA08 understand that verbs are anchored in time through tense AC9E3LA09 identify how images extend the meaning of a text AC9E3LA10 extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts AC9E3LA11 understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possessionLiterature
Literature and contexts
AC9E3LE01 discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustratorsEngaging with and responding to literature
AC9E3LE02 discuss connections between personal experiences and character experiences in literary texts and share personal preferencesExamining literature
AC9E3LE03 discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative AC9E3LE04 discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and proseCreating literature
AC9E3LE05 create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary textsLiteracy
Texts in context
AC9E3LY01 recognise how texts can be created for similar purposes but different audiencesInteracting with others
AC9E3LY02 use interaction skills to contribute to conversations and discussions to share information and ideasAnalysing, interpreting and evaluating
AC9E3LY03 identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images AC9E3LY04 read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required AC9E3LY05 use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresCreating texts
AC9E3LY06 plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E3LY07 plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume AC9E3LY08 write words using joined letters that are clearly formed and consistent in sizePhonic and word knowledge
AC9E3LY09 understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E3LY10 understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words AC9E3LY11 use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words AC9E3LY12 recognise and know how to write most high-frequency words including some homophonesAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Language | Language for interacting with others | 2 | 5 |
| Language | Text structure and organisation | 3 | 8 |
| Language | Language for expressing and developing ideas | 6 | 14 |
| Literature | Literature and contexts | 1 | 4 |
| Literature | Engaging with and responding to literature | 1 | 2 |
| Literature | Examining literature | 2 | 4 |
| Literature | Creating literature | 1 | 3 |
| Literacy | Texts in context | 1 | 2 |
| Literacy | Interacting with others | 1 | 4 |
| Literacy | Analysing, interpreting and evaluating | 3 | 11 |
| Literacy | Creating texts | 3 | 11 |
| Literacy | Phonic and word knowledge | 4 | 7 |
| Total | 28 | 75 | |
Frequently Asked Questions
What should students know by the end of Year 3 English?
By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
How many Content Descriptors support this standard?
28 Content Descriptors support this Achievement Standard (Language: 2, Language: 3, Language: 6, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 3, Literacy: 4).
How does this compare to Year 2?
The Year 2 English standard (ASENGY2) covers the preceding year level. Standards build progressively, with Year 3 expectations extending what was introduced in Year 2.
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.