Foundation English — AC v9
All 29 content descriptions for Foundation English in the Australian Curriculum Version 9, grouped by strand — each one links to its own page, and TeachKoala can turn any of them into a complete lesson (your first is free).
Achievement standard (what coverage means)
- •They use language features including words and phrases from learning and texts.
- •They share thoughts and preferences, retell events and report information or key ideas to an audience.
- •They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs).
- •They listen for and identify rhymes, letter patterns and sounds (phonemes) in words.
- •They retell, report information and state their thoughts, feelings and key ideas.
- •They orally blend and segment phonemes in single-syllable words.
- •They create short written texts, including retelling stories using words and images where appropriate.
- •They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.
- •By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories.
- •They read words including consonant–vowel–consonant words and some high-frequency words.
- •They identify the language features of texts including connections between print and images.
- •They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences.
- •They use words and phrases from learning and texts.
- AC9EFLA01explore how language is used differently at home and school depending on the relationships between people
- AC9EFLA02explore different ways of using language to express preferences, likes and dislikes
- AC9EFLA03understand that texts can take many forms such as signs, books and digital texts
- AC9EFLA04understand conventions of print and screen, including how books and simple digital texts are usually organised
- AC9EFLA05recognise that sentences are key units for expressing ideas
- AC9EFLA06recognise that sentences are made up of groups of words that work together in particular ways to make meaning
- AC9EFLA07explore the contribution of images and words to meaning in stories and informative texts
- AC9EFLA08recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
- AC9EFLA09identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
- AC9EFLE01share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators
- AC9EFLE02respond to stories and share feelings and thoughts about their events and characters
- AC9EFLE03recognise different types of literary texts and identify features including events, characters, and beginnings and endings
- AC9EFLE04explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs
- AC9EFLE05retell and adapt familiar literary texts through play, performance, images or writing
- AC9EFLY01identify some familiar texts, such as stories and informative texts, and their purpose
- AC9EFLY02interact in informal and structured situations by listening while others speak and using features of voice including volume levels
- AC9EFLY03identify some differences between imaginative and informative texts
- AC9EFLY04read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
- AC9EFLY05use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
- AC9EFLY06create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
- AC9EFLY07create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
- AC9EFLY08form most lower-case and upper-case letters using learnt letter formations
- AC9EFLY09recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
- AC9EFLY10segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness)
- AC9EFLY11recognise and name all upper- and lower-case letters (graphs) and know the most common sound that each letter represents
- AC9EFLY12write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words
- AC9EFLY13use knowledge of letters and sounds to spell words
- AC9EFLY14read and write some high-frequency words and other familiar words
- AC9EFLY15understand that words are units of meaning and can be made of more than one meaningful part
Free download
The Foundation English planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
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Content descriptions and achievement standard © ACARA, Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.