Year 1 English — AC v9
All 30 content descriptions for Year 1 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)
- •By the end of Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories.
- •They create short written and/or multimodal texts including recounts of stories with events and characters.
- •They report information and experiences, and express opinions.
- •They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences.
- •Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts.
- •They use topic-specific vocabulary.
- •They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words.
- •They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.
- •They share ideas and retell or adapt familiar stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts.
- •They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words.
- •They identify the text structures of familiar narrative and informative texts, and their language features and visual features.
- •They write simple sentences with sentence boundary punctuation and capital letters for proper nouns.
- •They write words using unjoined upper-case and lower-case letters.
- •They use sentence boundary punctuation to read with developing phrasing and fluency.
- •They sequence ideas and use language features including topic-specific vocabulary and features of voice.
- AC9E1LA01understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
- AC9E1LA02explore language to provide reasons for likes, dislikes and preferences
- AC9E1LA03explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
- AC9E1LA04explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs
- AC9E1LA05understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
- AC9E1LA06understand that a simple sentence consists of a single independent clause representing a single event or idea
- AC9E1LA07understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
- AC9E1LA08compare how images in different types of texts contribute to meaning
- AC9E1LA09recognise the vocabulary of learning area topics
- AC9E1LA10understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
- AC9E1LE01discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
- AC9E1LE02discuss literary texts and share responses by making connections with students’ own experiences
- AC9E1LE03discuss plot, character and setting, which are features of stories
- AC9E1LE04listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme
- AC9E1LE05orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools
- AC9E1LY01discuss different texts and identify some features that indicate their purposes
- AC9E1LY02use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
- AC9E1LY03describe some similarities and differences between imaginative, informative and persuasive texts
- AC9E1LY04read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
- AC9E1LY05use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
- AC9E1LY06create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
- AC9E1LY07create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace
- AC9E1LY08write words using unjoined lower-case and upper-case letters
- AC9E1LY09segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
- AC9E1LY10orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)
- AC9E1LY11use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
- AC9E1LY12understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
- AC9E1LY13spell one- and two-syllable words with common letter patterns
- AC9E1LY14read and write an increasing number of high-frequency words
- AC9E1LY15recognise and know how to use grammatical morphemes to create word families
Free download
The Year 1 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.