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AC9E3LA01: Year 3 English Content Descriptor – Language for interacting with others
AC9E3LA01 Year 3 English

AC9E3LA01 – Year 3 English: Language for interacting with others

Strand
Language
Substrand
Language for interacting with others

This Content Descriptor from Year 3 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

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

Elaborations

  • • recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding
  • • understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASENGY3
Year 3 English Achievement Standard
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.