Year 2 English — AC v9
All 27 content descriptions for Year 2 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 text structures to organise and link ideas for a purpose.
- •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 write words using consistently legible unjoined letters.
- •They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences.
- •They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words.
- •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.
- •By the end of Year 2, students interact with others, and listen to and create spoken texts including stories.
- •They punctuate simple and compound sentences.
- •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 spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.
- •They use topic-specific vocabulary.
- •They use punctuation for phrasing and fluency.
- AC9E2LA01investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
- AC9E2LA02explore how language can be used for appreciating texts and providing reasons for preferences
- AC9E2LA03identify how texts across the curriculum are organised differently and use language features depending on purposes
- AC9E2LA04understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
- AC9E2LA05navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
- AC9E2LA06understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
- AC9E2LA07understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
- AC9E2LA08understand that images add to or multiply the meanings of a text
- AC9E2LA09experiment with and begin to make conscious choices of vocabulary to suit the topic
- AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists
- AC9E2LE01discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators
- AC9E2LE02identify features of literary texts, such as characters and settings, and give reasons for personal preferences
- AC9E2LE03discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
- AC9E2LE04identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs
- AC9E2LE05create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
- AC9E2LY01identify how similar topics and information are presented in different types of texts
- AC9E2LY02use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
- AC9E2LY03identify the purpose and audience of imaginative, informative and persuasive texts
- AC9E2LY04read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
- AC9E2LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
- AC9E2LY06create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
- AC9E2LY07create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace
- AC9E2LY08write words legibly and with growing fluency using unjoined upper-case and lower-case letters
- AC9E2LY09manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
- AC9E2LY10use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
- AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
- AC9E2LY12build morphemic word families using knowledge of prefixes and suffixes
Free download
The Year 2 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.