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AC9EFLA05: Foundation English Content Descriptor – Language for expressing and developing ideas
AC9EFLA05 Foundation English

AC9EFLA05 – Foundation English: Language for expressing and developing ideas

Strand
Language
Substrand
Language for expressing and developing ideas

This Content Descriptor from Foundation 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

recognise that sentences are key units for expressing ideas

Elaborations

  • • learning that word order in sentences is important for meaning; for example, “The boy sat on the dog.” “The dog sat on the boy.”
  • • recognising the difference between a sentence fragment and a sentence; for example, “after school”, “Dad will pick me up after school.”

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Foundation ASENGFY
Foundation English Achievement Standard
By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words. They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words. They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.