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AC9E2LE01: Year 2 English Content Descriptor – Literature and contexts
AC9E2LE01 Year 2 English

AC9E2LE01 – Year 2 English: Literature and contexts

Strand
Literature
Substrand
Literature and contexts

This Content Descriptor from Year 2 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Elaborations

  • • discussing the depiction of characters in particular settings in well-known fairytales from wide-ranging world authors; for example, children in forests, and royalty in castles and towers
  • • recognising recurring characters in particular settings in texts by First Nations Australian authors
  • • exploring the way wide-ranging Australian authors and illustrators depict the Australian outback and the associated characters

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 2 ASENGY2
Year 2 English Achievement Standard
By the end of Year 2, students interact with others, and listen to and create spoken texts including stories. They share ideas, topic knowledge and appreciation of texts when they recount, inform or express an opinion, including details from learnt topics, topics of interest or texts. They organise and link ideas, and use language features including topic-specific vocabulary and features of voice. They read, view and comprehend texts, identifying literal and inferred meaning, and how ideas are presented through characters and events. They describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features. They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words. They use punctuation for phrasing and fluency. They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose. They punctuate simple and compound sentences. They use topic-specific vocabulary. They write words using consistently legible unjoined letters. They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.