English K–10 (2022)

identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts

understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts

applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts

communicates effectively by using interpersonal conventions and language with familiar peers and adults

creates written texts that include at least 2 related ideas and correct simple sentences

produces all lower-case and upper-case letters to create texts

reads decodable texts aloud with automaticity

tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print

uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts

comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect

understands and responds to literature read to them

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

identifies ideas, experiences and values in a range of texts

makes connections with and between texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

uses processes of planning and revising to develop texts

communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts

uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts

uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts

sustains reading unseen texts with automaticity and prosody and self-corrects errors

understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

identifies ideas, experiences and values in a range of texts

makes connections with and between texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

uses processes of planning and revising to develop texts

selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

forms legible joined letters to develop handwriting fluency

uses digital technologies to create texts

sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning

builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

identifies ideas, experiences and values in a range of texts

makes connections with and between texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

uses processes of planning and revising to develop texts

analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

sustains a legible, fluent and automatic handwriting style

selects digital technologies to suit audience and purpose to create texts

communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language

extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

identifies ideas, experiences and values in a range of texts

makes connections with and between texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

uses processes of planning and revising to develop texts

creates personal, creative and critical texts for a range of audiences by using linguistic and stylistic conventions of language to express ideas

uses a range of personal, creative and critical strategies to read texts that are complex in their ideas and construction

identifies language and/or visual forms, features and structures

examines and explains how texts represent ideas, experiences and values

uses processes of planning and revising to develop texts

uses processes of planning, monitoring, revising and reflecting to support and develop composition of texts

identifies and explains ways of valuing texts and the connections between them

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

makes connections with and between texts

analyses how meaning is created through the use of and response to language forms, features and structures

identifies ideas, experiences and values in a range of texts

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

uses processes of planning and revising to develop texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

crafts personal, creative and critical texts for a range of audiences by experimenting with and controlling language forms and features to shape meaning

makes connections with and between texts

uses processes of planning, monitoring, revising and reflecting to purposefully develop and refine composition of texts

analyses how meaning is created through the use and interpretation of increasingly complex language forms, features and structures

uses a range of personal, creative and critical strategies to interpret complex texts

evaluates how texts represent ideas and experiences, and how they can affirm or challenge values and attitudes

identifies ideas, experiences and values in a range of texts

investigates and explains ways of valuing texts and the relationships between them

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

communicates in familiar or unfamiliar contexts

engages with a range of texts

uses reading strategies when engaging with a range of texts

identifies language and/or visual forms, features and structures

identifies ideas, experiences and values in a range of texts

makes connections with and between texts

composes texts for everyday purposes

composes texts using language conventions for specific purposes and audiences

uses processes of planning and revising to develop texts