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Achievement Standards - English
F 1 2 3 4 5 6 Pre & Primary Essentials Resources Classroom Displays English Language for Interacting With Others 49 Pages

Achievement Standards - English

This full-colour printable resource displays English achievement standards for Foundation to Year 6, organised by strand and ACARA code. Each page includes easy-to-understand “We are learning to…” statements aligned with the Australian Curriculum v9.0, making it ideal for portfolios, assessment folders, parent-teacher interviews and visual displays. The standards are grouped by strand—Language, Literature and Literacy—and designed for easy reference and printing.

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Learning goals

  • We are learning to use appropriate interaction skills to respond to others in a familiar environment.
  • We are learning to recognise the impact that facial expressions and gestures have when asking for and providing information, making offers, exclaiming, requesting and giving commands.
  • We are learning to recognise formal and informal language and understand the appropriate use of each.
  • We are learning to cooperate with others through turn-taking, social conventions and appropriate forms of address depending on the social situation.
  • We are learning to recognise that we can use language differently with our friends and family, but that language is typically formal in texts and in written form.
  • We are learning to recognise that we can use language differently with our friends, family and in various cultural contexts, e.g. periods of silence, but that language is typically formal in texts and in written form.
  • We are learning to understand that the levels of formality increase with greater social distance.
  • We are learning to recognise the impact that facial expressions and gestures have when interacting with others.
  • We are learning to explore different ways of expressing emotions.
  • We are learning to understand the difference between commands, statements and questions (both open and closed).
  • We are learning to cooperate with others through turn-taking, social conventions, and appropriate forms of address depending on the social situation.
  • We are learning to recognise that we can use language differently with our friends and family, but that language is typically formal in texts and in written form.
  • We are learning to understand that speech, gestures, writing, symbols and icons, e.g. emojis are used to communicate needs, likes and dislikes.
  • We are learning to explore language to provide reasons for likes, dislikes and preferences.
  • We are learning to use thinking verbs to express opinion, e.g. I think, I believe and to use summary verbs to report findings, e.g. we concluded.
  • We are learning to identify and use language to express feelings and preferences about texts.
  • We are learning to examine how evaluative language can be varied to be more or less forceful.
  • We are learning that bare assertions (a claim of fact without supporting evidence) must take into account different points of view.
  • We are learning when it is appropriate to share feelings and opinions, e.g. in a personal recount and when to remain more objective, e.g. in a factual recount.

Curriculum alignment

AC9E2LA02 9 Explore how language can be used for appreciating texts and providing reasons for preferences AC9E4LA02 9 Identify the subjective language of opinion and feeling, and the objective language of factual reporting AC9E1LA02 9 Explore language to provide reasons for likes, dislikes and preferences AC9E1LA01 9 Understand 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 AC9EFLA02 9 Explore different ways of using language to express preferences, likes and dislikes AC9E3LA02 9 Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful AC9E5LA02 9 Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources AC9E6LA02 9 understand the uses of objective and subjective language, and identify bias AC9EFLA01 9 Explore how language is used differently at home and school depending on the relationships between people AC9E2LA01 9 Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions AC9E3LA01 9 Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality AC9E4LA01 9 Explore language used to develop relationships in formal and informal situations AC9E5LA01 9 Understand that language is selected for social contexts and that it helps to signal social roles and relationships AC9E6LA01 9 Understand that language varies as levels of formality and social distance increase ACELA1501 8.4 Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships ACELA1428 8.4 Explore how language is used differently at home and school depending on the relationships between people ACELA1516 8.4 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase ACELA1444 8.4 Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others ACELA1488 8.4 Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group ACELA1476 8.4 Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations ACELA1787 8.4 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions ACELA1461 8.4 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context ACELA1446 8.4 Understand that there are different ways of asking for information, making offers and giving commands
ENe-6B old Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language EN2-1A old Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN1-1A old Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELA304 Understand that social interactions influence the way people engage with ideas and respond to others VCELA201 Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions VCELA334 Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships VCELA165 Explore how language is used differently at home and school depending on the relationships between people VCELA199 Understand that language is used in combination with other means of communication VCELA363 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase VCELA271 Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations VCELA235 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context VCELA200 Understand that there are different ways of asking for information, making offers and giving commands

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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