The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years.
In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text.
The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia.
Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences.
", "subject": "English" }, "code": "ENGENGY3", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3", "plain_text": "The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences.", "record_type": "level_description", "source_row": 375 }, { "attributes": { "code": "ENGENGY3_1LANG", "learning_area": "English", "level": "Year 3", "strand": "Language", "subject": "English" }, "code": "ENGENGY3_1LANG", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3_1LANG", "plain_text": "Language", "record_type": "strand", "source_row": 376 }, { "attributes": { "code": "ENGENGY3LANG_1", "learning_area": "English", "level": "Year 3", "sub_strand": "Language for interacting with others", "subject": "English" }, "code": "ENGENGY3LANG_1", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LANG_1", "plain_text": "Language for interacting with others", "record_type": "sub_strand", "source_row": 377 }, { "attributes": { "code": "AC9E3LA01", "content_description": "understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA01", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA01", "plain_text": "understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality", "record_type": "content_description", "source_row": 378 }, { "attributes": { "code": "AC9E3LA01_E1", "elaboration": "recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA01_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA01_E1", "plain_text": "recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding", "record_type": "illustrative_elaboration", "source_row": 379 }, { "attributes": { "code": "AC9E3LA01_E2", "elaboration": "understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA01_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA01_E2", "plain_text": "understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking", "record_type": "illustrative_elaboration", "source_row": 380 }, { "attributes": { "code": "AC9E3LA02", "content_description": "understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA02", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA02", "plain_text": "understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful", "record_type": "content_description", "source_row": 381 }, { "attributes": { "code": "AC9E3LA02_E1", "elaboration": "exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA02_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA02_E1", "plain_text": "exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation", "record_type": "illustrative_elaboration", "source_row": 382 }, { "attributes": { "code": "AC9E3LA02_E2", "elaboration": "recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA02_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA02_E2", "plain_text": "recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts", "record_type": "illustrative_elaboration", "source_row": 383 }, { "attributes": { "code": "AC9E3LA02_E3", "elaboration": "exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA02_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA02_E3", "plain_text": "exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive”", "record_type": "illustrative_elaboration", "source_row": 384 }, { "attributes": { "code": "ENGENGY3LANG_2", "learning_area": "English", "level": "Year 3", "sub_strand": "Text structure and organisation", "subject": "English" }, "code": "ENGENGY3LANG_2", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LANG_2", "plain_text": "Text structure and organisation", "record_type": "sub_strand", "source_row": 385 }, { "attributes": { "code": "AC9E3LA03", "content_description": "describe how texts across the curriculum use different language features and structures relevant to their purpose", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA03", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA03", "plain_text": "describe how texts across the curriculum use different language features and structures relevant to their purpose", "record_type": "content_description", "source_row": 386 }, { "attributes": { "code": "AC9E3LA03_E1", "elaboration": "identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA03_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA03_E1", "plain_text": "identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion", "record_type": "illustrative_elaboration", "source_row": 387 }, { "attributes": { "code": "AC9E3LA03_E2", "elaboration": "describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA03_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA03_E2", "plain_text": "describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes", "record_type": "illustrative_elaboration", "source_row": 388 }, { "attributes": { "code": "AC9E3LA04", "content_description": "understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA04", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA04", "plain_text": "understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together", "record_type": "content_description", "source_row": 389 }, { "attributes": { "code": "AC9E3LA04_E1", "elaboration": "recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA04_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA04_E1", "plain_text": "recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways", "record_type": "illustrative_elaboration", "source_row": 390 }, { "attributes": { "code": "AC9E3LA04_E2", "elaboration": "recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA04_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA04_E2", "plain_text": "recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure", "record_type": "illustrative_elaboration", "source_row": 391 }, { "attributes": { "code": "AC9E3LA04_E3", "elaboration": "examining models of well-constructed paragraphs and identifying their features", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA04_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA04_E3", "plain_text": "examining models of well-constructed paragraphs and identifying their features", "record_type": "illustrative_elaboration", "source_row": 392 }, { "attributes": { "code": "AC9E3LA05", "content_description": "identify the purpose of layout features in print and digital texts and the words used for navigation", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA05", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA05", "plain_text": "identify the purpose of layout features in print and digital texts and the words used for navigation", "record_type": "content_description", "source_row": 393 }, { "attributes": { "code": "AC9E3LA05_E1", "elaboration": "examining the words used as hyperlinks", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA05_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA05_E1", "plain_text": "examining the words used as hyperlinks", "record_type": "illustrative_elaboration", "source_row": 394 }, { "attributes": { "code": "AC9E3LA05_E2", "elaboration": "discussing words used as headings and subheadings in digital and print information texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA05_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA05_E2", "plain_text": "discussing words used as headings and subheadings in digital and print information texts", "record_type": "illustrative_elaboration", "source_row": 395 }, { "attributes": { "code": "AC9E3LA05_E3", "elaboration": "discussing words used for chapter headings in narratives", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA05_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA05_E3", "plain_text": "discussing words used for chapter headings in narratives", "record_type": "illustrative_elaboration", "source_row": 396 }, { "attributes": { "code": "ENGENGY3LANG_3", "learning_area": "English", "level": "Year 3", "sub_strand": "Language for expressing and developing ideas", "subject": "English" }, "code": "ENGENGY3LANG_3", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LANG_3", "plain_text": "Language for expressing and developing ideas", "record_type": "sub_strand", "source_row": 397 }, { "attributes": { "code": "AC9E3LA06", "content_description": "understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA06", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA06", "plain_text": "understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree", "record_type": "content_description", "source_row": 398 }, { "attributes": { "code": "AC9E3LA06_E1", "elaboration": "identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA06_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA06_E1", "plain_text": "identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”", "record_type": "illustrative_elaboration", "source_row": 399 }, { "attributes": { "code": "AC9E3LA06_E2", "elaboration": "identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA06_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA06_E2", "plain_text": "identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”", "record_type": "illustrative_elaboration", "source_row": 400 }, { "attributes": { "code": "AC9E3LA07", "content_description": "understand how verbs represent different processes for doing, feeling, thinking, saying and relating", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA07", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA07", "plain_text": "understand how verbs represent different processes for doing, feeling, thinking, saying and relating", "record_type": "content_description", "source_row": 401 }, { "attributes": { "code": "AC9E3LA07_E1", "elaboration": "exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA07_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA07_E1", "plain_text": "exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say", "record_type": "illustrative_elaboration", "source_row": 402 }, { "attributes": { "code": "AC9E3LA07_E2", "elaboration": "exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA07_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA07_E2", "plain_text": "exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”", "record_type": "illustrative_elaboration", "source_row": 403 }, { "attributes": { "code": "AC9E3LA07_E3", "elaboration": "exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA07_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA07_E3", "plain_text": "exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals", "record_type": "illustrative_elaboration", "source_row": 404 }, { "attributes": { "code": "AC9E3LA07_E4", "elaboration": "identifying different types of verbs and the way they control meaning in a clause", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA07_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA07_E4", "plain_text": "identifying different types of verbs and the way they control meaning in a clause", "record_type": "illustrative_elaboration", "source_row": 405 }, { "attributes": { "code": "AC9E3LA08", "content_description": "understand that verbs are anchored in time through tense", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA08", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA08", "plain_text": "understand that verbs are anchored in time through tense", "record_type": "content_description", "source_row": 406 }, { "attributes": { "code": "AC9E3LA08_E1", "elaboration": "learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA08_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA08_E1", "plain_text": "learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”", "record_type": "illustrative_elaboration", "source_row": 407 }, { "attributes": { "code": "AC9E3LA08_E2", "elaboration": "learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA08_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA08_E2", "plain_text": "learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”", "record_type": "illustrative_elaboration", "source_row": 408 }, { "attributes": { "code": "AC9E3LA09", "content_description": "identify how images extend the meaning of a text", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA09", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA09", "plain_text": "identify how images extend the meaning of a text", "record_type": "content_description", "source_row": 409 }, { "attributes": { "code": "AC9E3LA09_E1", "elaboration": "recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA09_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA09_E1", "plain_text": "recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures", "record_type": "illustrative_elaboration", "source_row": 410 }, { "attributes": { "code": "AC9E3LA09_E2", "elaboration": "recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA09_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA09_E2", "plain_text": "recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness", "record_type": "illustrative_elaboration", "source_row": 411 }, { "attributes": { "code": "AC9E3LA10", "content_description": "extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA10", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA10", "plain_text": "extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts", "record_type": "content_description", "source_row": 412 }, { "attributes": { "code": "AC9E3LA10_E1", "elaboration": "identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA10_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA10_E1", "plain_text": "identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre”", "record_type": "illustrative_elaboration", "source_row": 413 }, { "attributes": { "code": "AC9E3LA10_E2", "elaboration": "identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA10_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA10_E2", "plain_text": "identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting”", "record_type": "illustrative_elaboration", "source_row": 414 }, { "attributes": { "code": "AC9E3LA10_E3", "elaboration": "identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA10_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA10_E3", "plain_text": "identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character”", "record_type": "illustrative_elaboration", "source_row": 415 }, { "attributes": { "code": "AC9E3LA10_E4", "elaboration": "extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA10_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA10_E4", "plain_text": "extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference”", "record_type": "illustrative_elaboration", "source_row": 416 }, { "attributes": { "code": "AC9E3LA11", "content_description": "understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LA11", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LA11", "plain_text": "understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession", "record_type": "content_description", "source_row": 417 }, { "attributes": { "code": "AC9E3L11A_E1", "elaboration": "using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3L11A_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3L11A_E1", "plain_text": "using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock”", "record_type": "illustrative_elaboration", "source_row": 418 }, { "attributes": { "code": "AC9E3L11A_E2", "elaboration": "using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3L11A_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3L11A_E2", "plain_text": "using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe”", "record_type": "illustrative_elaboration", "source_row": 419 }, { "attributes": { "code": "AC9E3L11A_E3", "elaboration": "using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3L11A_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3L11A_E3", "plain_text": "using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes”", "record_type": "illustrative_elaboration", "source_row": 420 }, { "attributes": { "code": "ENGENGY3_2LIT", "learning_area": "English", "level": "Year 3", "strand": "Literature", "subject": "English" }, "code": "ENGENGY3_2LIT", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3_2LIT", "plain_text": "Literature", "record_type": "strand", "source_row": 421 }, { "attributes": { "code": "ENGENGY3LIT_1", "learning_area": "English", "level": "Year 3", "sub_strand": "Literature and contexts", "subject": "English" }, "code": "ENGENGY3LIT_1", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LIT_1", "plain_text": "Literature and contexts", "record_type": "sub_strand", "source_row": 422 }, { "attributes": { "code": "AC9E3LE01", "content_description": "discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE01", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE01", "plain_text": "discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators", "record_type": "content_description", "source_row": 423 }, { "attributes": { "code": "AC9E3LE01_E1", "elaboration": "exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE01_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE01_E1", "plain_text": "exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline", "record_type": "illustrative_elaboration", "source_row": 424 }, { "attributes": { "code": "AC9E3LE01_E2", "elaboration": "discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE01_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE01_E2", "plain_text": "discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors", "record_type": "illustrative_elaboration", "source_row": 425 }, { "attributes": { "code": "AC9E3LE01_E3", "elaboration": "discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE01_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE01_E3", "plain_text": "discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors", "record_type": "illustrative_elaboration", "source_row": 426 }, { "attributes": { "code": "AC9E3LE01_E4", "elaboration": "exploring the ways Australian settings are portrayed in stories", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE01_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE01_E4", "plain_text": "exploring the ways Australian settings are portrayed in stories", "record_type": "illustrative_elaboration", "source_row": 427 }, { "attributes": { "code": "ENGENGY3LIT_2", "learning_area": "English", "level": "Year 3", "sub_strand": "Engaging with and responding to literature", "subject": "English" }, "code": "ENGENGY3LIT_2", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LIT_2", "plain_text": "Engaging with and responding to literature", "record_type": "sub_strand", "source_row": 428 }, { "attributes": { "code": "AC9E3LE02", "content_description": "discuss connections between personal experiences and character experiences in literary texts and share personal preferences", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE02", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE02", "plain_text": "discuss connections between personal experiences and character experiences in literary texts and share personal preferences", "record_type": "content_description", "source_row": 429 }, { "attributes": { "code": "AC9E3LE02_E1", "elaboration": "discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE02_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE02_E1", "plain_text": "discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts", "record_type": "illustrative_elaboration", "source_row": 430 }, { "attributes": { "code": "AC9E3LE02_E2", "elaboration": "selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE02_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE02_E2", "plain_text": "selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts", "record_type": "illustrative_elaboration", "source_row": 431 }, { "attributes": { "code": "ENGENGY3LIT_3", "learning_area": "English", "level": "Year 3", "sub_strand": "Examining literature", "subject": "English" }, "code": "ENGENGY3LIT_3", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LIT_3", "plain_text": "Examining literature", "record_type": "sub_strand", "source_row": 432 }, { "attributes": { "code": "AC9E3LE03", "content_description": "discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE03", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE03", "plain_text": "discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative", "record_type": "content_description", "source_row": 433 }, { "attributes": { "code": "AC9E3LE03_E1", "elaboration": "identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE03_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE03_E1", "plain_text": "identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.”", "record_type": "illustrative_elaboration", "source_row": 434 }, { "attributes": { "code": "AC9E3LE03_E2", "elaboration": "discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE03_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE03_E2", "plain_text": "discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.”", "record_type": "illustrative_elaboration", "source_row": 435 }, { "attributes": { "code": "AC9E3LE04", "content_description": "discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE04", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE04", "plain_text": "discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose", "record_type": "content_description", "source_row": 436 }, { "attributes": { "code": "AC9E3LE04_E1", "elaboration": "discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE04_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE04_E1", "plain_text": "discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems", "record_type": "illustrative_elaboration", "source_row": 437 }, { "attributes": { "code": "AC9E3LE04_E2", "elaboration": "generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE04_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE04_E2", "plain_text": "generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?”", "record_type": "illustrative_elaboration", "source_row": 438 }, { "attributes": { "code": "ENGENGY3LIT_4", "learning_area": "English", "level": "Year 3", "sub_strand": "Creating literature", "subject": "English" }, "code": "ENGENGY3LIT_4", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LIT_4", "plain_text": "Creating literature", "record_type": "sub_strand", "source_row": 439 }, { "attributes": { "code": "AC9E3LE05", "content_description": "create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE05", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE05", "plain_text": "create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts", "record_type": "content_description", "source_row": 440 }, { "attributes": { "code": "AC9E3LE05_E1", "elaboration": "drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE05_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE05_E1", "plain_text": "drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts", "record_type": "illustrative_elaboration", "source_row": 441 }, { "attributes": { "code": "AC9E3LE05_E2", "elaboration": "adapting texts read, viewed and listened to by changing the setting or revising an ending", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE05_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE05_E2", "plain_text": "adapting texts read, viewed and listened to by changing the setting or revising an ending", "record_type": "illustrative_elaboration", "source_row": 442 }, { "attributes": { "code": "AC9E3LE05_E3", "elaboration": "discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LE05_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LE05_E3", "plain_text": "discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing", "record_type": "illustrative_elaboration", "source_row": 443 }, { "attributes": { "code": "ENGENGY3_3LITCY", "learning_area": "English", "level": "Year 3", "strand": "Literacy", "subject": "English" }, "code": "ENGENGY3_3LITCY", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3_3LITCY", "plain_text": "Literacy", "record_type": "strand", "source_row": 444 }, { "attributes": { "code": "ENGENGY3LITCY_1", "learning_area": "English", "level": "Year 3", "sub_strand": "Texts in context", "subject": "English" }, "code": "ENGENGY3LITCY_1", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LITCY_1", "plain_text": "Texts in context", "record_type": "sub_strand", "source_row": 445 }, { "attributes": { "code": "AC9E3LY01", "content_description": "recognise how texts can be created for similar purposes but different audiences", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY01", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY01", "plain_text": "recognise how texts can be created for similar purposes but different audiences", "record_type": "content_description", "source_row": 446 }, { "attributes": { "code": "AC9E3LY01_E1", "elaboration": "identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY01_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY01_E1", "plain_text": "identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road", "record_type": "illustrative_elaboration", "source_row": 447 }, { "attributes": { "code": "AC9E3LY01_E2", "elaboration": "identifying how the instructions for assembling and using toys vary according to the age of the user", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY01_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY01_E2", "plain_text": "identifying how the instructions for assembling and using toys vary according to the age of the user", "record_type": "illustrative_elaboration", "source_row": 448 }, { "attributes": { "code": "ENGENGY3LITCY_2", "learning_area": "English", "level": "Year 3", "sub_strand": "Interacting with others", "subject": "English" }, "code": "ENGENGY3LITCY_2", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LITCY_2", "plain_text": "Interacting with others", "record_type": "sub_strand", "source_row": 449 }, { "attributes": { "code": "AC9E3LY02", "content_description": "use interaction skills to contribute to conversations and discussions to share information and ideas", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY02", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY02", "plain_text": "use interaction skills to contribute to conversations and discussions to share information and ideas", "record_type": "content_description", "source_row": 450 }, { "attributes": { "code": "AC9E3LY02_E1", "elaboration": "building on and connecting ideas and opinions expressed by others", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY02_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY02_E1", "plain_text": "building on and connecting ideas and opinions expressed by others", "record_type": "illustrative_elaboration", "source_row": 451 }, { "attributes": { "code": "AC9E3LY02_E2", "elaboration": "listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY02_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY02_E2", "plain_text": "listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information", "record_type": "illustrative_elaboration", "source_row": 452 }, { "attributes": { "code": "AC9E3LY02_E3", "elaboration": "learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY02_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY02_E3", "plain_text": "learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter", "record_type": "illustrative_elaboration", "source_row": 453 }, { "attributes": { "code": "AC9E3LY02_E4", "elaboration": "using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY02_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY02_E4", "plain_text": "using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends", "record_type": "illustrative_elaboration", "source_row": 454 }, { "attributes": { "code": "ENGENGY3LITCY_3", "learning_area": "English", "level": "Year 3", "sub_strand": "Analysing, interpreting and evaluating ", "subject": "English" }, "code": "ENGENGY3LITCY_3", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LITCY_3", "plain_text": "Analysing, interpreting and evaluating", "record_type": "sub_strand", "source_row": 455 }, { "attributes": { "code": "AC9E3LY03", "content_description": "identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY03", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY03", "plain_text": "identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images", "record_type": "content_description", "source_row": 456 }, { "attributes": { "code": "AC9E3LY03_E1", "elaboration": "identifying words, phrases and images intended to persuade listeners, viewers or readers ", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY03_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY03_E1", "plain_text": "identifying words, phrases and images intended to persuade listeners, viewers or readers", "record_type": "illustrative_elaboration", "source_row": 457 }, { "attributes": { "code": "AC9E3LY03_E2", "elaboration": "identifying features of advertisements that target children", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY03_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY03_E2", "plain_text": "identifying features of advertisements that target children", "record_type": "illustrative_elaboration", "source_row": 458 }, { "attributes": { "code": "AC9E3LY03_E3", "elaboration": "identifying the purpose of an imaginative text; for example, identifying the purpose of a fable", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY03_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY03_E3", "plain_text": "identifying the purpose of an imaginative text; for example, identifying the purpose of a fable", "record_type": "illustrative_elaboration", "source_row": 459 }, { "attributes": { "code": "AC9E3LY04", "content_description": "read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY04", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY04", "plain_text": "read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required", "record_type": "content_description", "source_row": 460 }, { "attributes": { "code": "AC9E3LY04_E1", "elaboration": "using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY04_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY04_E1", "plain_text": "using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words", "record_type": "illustrative_elaboration", "source_row": 461 }, { "attributes": { "code": "AC9E3LY04_E2", "elaboration": "reading a wider range of texts from different learning areas, including chapter books and informative texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY04_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY04_E2", "plain_text": "reading a wider range of texts from different learning areas, including chapter books and informative texts", "record_type": "illustrative_elaboration", "source_row": 462 }, { "attributes": { "code": "AC9E3LY05", "content_description": "use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05", "plain_text": "use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features", "record_type": "content_description", "source_row": 463 }, { "attributes": { "code": "AC9E3LY05_E1", "elaboration": "making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E1", "plain_text": "making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic", "record_type": "illustrative_elaboration", "source_row": 464 }, { "attributes": { "code": "AC9E3LY05_E2", "elaboration": "determining important ideas, events or details in texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E2", "plain_text": "determining important ideas, events or details in texts", "record_type": "illustrative_elaboration", "source_row": 465 }, { "attributes": { "code": "AC9E3LY05_E3", "elaboration": "learning new content from reading and listening, and asking questions to expand understanding", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E3", "plain_text": "learning new content from reading and listening, and asking questions to expand understanding", "record_type": "illustrative_elaboration", "source_row": 466 }, { "attributes": { "code": "AC9E3LY05_E4", "elaboration": "comparing and contrasting how different texts present similar ideas or information", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E4", "plain_text": "comparing and contrasting how different texts present similar ideas or information", "record_type": "illustrative_elaboration", "source_row": 467 }, { "attributes": { "code": "AC9E3LY05_E5", "elaboration": "drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E5", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E5", "plain_text": "drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website", "record_type": "illustrative_elaboration", "source_row": 468 }, { "attributes": { "code": "AC9E3LY05_E6", "elaboration": "determining the relevance of a text for a particular task", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY05_E6", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY05_E6", "plain_text": "determining the relevance of a text for a particular task", "record_type": "illustrative_elaboration", "source_row": 469 }, { "attributes": { "code": "ENGENGY3LITCY_4", "learning_area": "English", "level": "Year 3", "sub_strand": "Creating texts", "subject": "English" }, "code": "ENGENGY3LITCY_4", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LITCY_4", "plain_text": "Creating texts", "record_type": "sub_strand", "source_row": 470 }, { "attributes": { "code": "AC9E3LY06", "content_description": "plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06", "plain_text": "plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words", "record_type": "content_description", "source_row": 471 }, { "attributes": { "code": "AC9E3LY06_E1", "elaboration": "gathering information and ideas about a topic in preparation for writing, which may include online and digital sources", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E1", "plain_text": "gathering information and ideas about a topic in preparation for writing, which may include online and digital sources", "record_type": "illustrative_elaboration", "source_row": 472 }, { "attributes": { "code": "AC9E3LY06_E2", "elaboration": "selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E2", "plain_text": "selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience", "record_type": "illustrative_elaboration", "source_row": 473 }, { "attributes": { "code": "AC9E3LY06_E3", "elaboration": "using appropriate simple and compound sentences to express and combine ideas", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E3", "plain_text": "using appropriate simple and compound sentences to express and combine ideas", "record_type": "illustrative_elaboration", "source_row": 474 }, { "attributes": { "code": "AC9E3LY06_E4", "elaboration": "using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E4", "plain_text": "using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose", "record_type": "illustrative_elaboration", "source_row": 475 }, { "attributes": { "code": "AC9E3LY06_E5", "elaboration": "using digital tools to plan, sequence, compose and edit texts", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E5", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E5", "plain_text": "using digital tools to plan, sequence, compose and edit texts", "record_type": "illustrative_elaboration", "source_row": 476 }, { "attributes": { "code": "AC9E3LY06_E6", "elaboration": "using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E6", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E6", "plain_text": "using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”", "record_type": "illustrative_elaboration", "source_row": 477 }, { "attributes": { "code": "AC9E3LY06_E7", "elaboration": "checking for correct use of apostrophes for contractions and to indicate possession", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY06_E7", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY06_E7", "plain_text": "checking for correct use of apostrophes for contractions and to indicate possession", "record_type": "illustrative_elaboration", "source_row": 478 }, { "attributes": { "code": "AC9E3LY07", "content_description": "plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY07", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY07", "plain_text": "plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume", "record_type": "content_description", "source_row": 479 }, { "attributes": { "code": "AC9E3LY07_E1", "elaboration": "researching a topic to prepare an oral or multimodal presentation", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY07_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY07_E1", "plain_text": "researching a topic to prepare an oral or multimodal presentation", "record_type": "illustrative_elaboration", "source_row": 480 }, { "attributes": { "code": "AC9E3LY07_E2", "elaboration": "planning the sequence of ideas and information using techniques such as storyboards", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY07_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY07_E2", "plain_text": "planning the sequence of ideas and information using techniques such as storyboards", "record_type": "illustrative_elaboration", "source_row": 481 }, { "attributes": { "code": "AC9E3LY07_E3", "elaboration": "adjusting tone and pace to purpose and audience", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY07_E3", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY07_E3", "plain_text": "adjusting tone and pace to purpose and audience", "record_type": "illustrative_elaboration", "source_row": 482 }, { "attributes": { "code": "AC9E3LY07_E4", "elaboration": "explaining ideas to a peer when planning a presentation", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY07_E4", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY07_E4", "plain_text": "explaining ideas to a peer when planning a presentation", "record_type": "illustrative_elaboration", "source_row": 483 }, { "attributes": { "code": "AC9E3LY08", "content_description": "write words using joined letters that are clearly formed and consistent in size", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY08", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY08", "plain_text": "write words using joined letters that are clearly formed and consistent in size", "record_type": "content_description", "source_row": 484 }, { "attributes": { "code": "ENGENGY3LITCY_5", "learning_area": "English", "level": "Year 3", "sub_strand": "Phonic and word knowledge", "subject": "English" }, "code": "ENGENGY3LITCY_5", "collection": "learning_areas", "id": "acara-v9:learning_areas:ENGENGY3LITCY_5", "plain_text": "Phonic and word knowledge", "record_type": "sub_strand", "source_row": 485 }, { "attributes": { "code": "AC9E3LY09", "content_description": "understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY09", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY09", "plain_text": "understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns", "record_type": "content_description", "source_row": 486 }, { "attributes": { "code": "AC9E3LY09_E1", "elaboration": "reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY09_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY09_E1", "plain_text": "reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”", "record_type": "illustrative_elaboration", "source_row": 487 }, { "attributes": { "code": "AC9E3LY09_E2", "elaboration": "reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY09_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY09_E2", "plain_text": "reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”", "record_type": "illustrative_elaboration", "source_row": 488 }, { "attributes": { "code": "AC9E3LY10", "content_description": "understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY10", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY10", "plain_text": "understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words", "record_type": "content_description", "source_row": 489 }, { "attributes": { "code": "AC9E3LY10_E1", "elaboration": "understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY10_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY10_E1", "plain_text": "understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”", "record_type": "illustrative_elaboration", "source_row": 490 }, { "attributes": { "code": "AC9E3LY10_E2", "elaboration": "using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY10_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY10_E2", "plain_text": "using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”", "record_type": "illustrative_elaboration", "source_row": 491 }, { "attributes": { "code": "AC9E3LY11", "content_description": "use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY11", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY11", "plain_text": "use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words", "record_type": "content_description", "source_row": 492 }, { "attributes": { "code": "AC9E3LY11_E1", "elaboration": "using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY11_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY11_E1", "plain_text": "using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge”", "record_type": "illustrative_elaboration", "source_row": 493 }, { "attributes": { "code": "AC9E3LY11_E2", "elaboration": "using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY11_E2", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY11_E2", "plain_text": "using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip”", "record_type": "illustrative_elaboration", "source_row": 494 }, { "attributes": { "code": "AC9E3LY12", "content_description": "recognise and know how to write most high-frequency words including some homophones", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY12", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY12", "plain_text": "recognise and know how to write most high-frequency words including some homophones", "record_type": "content_description", "source_row": 495 }, { "attributes": { "code": "AC9E3LY12_E1", "elaboration": "using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight”", "learning_area": "English", "level": "Year 3", "subject": "English" }, "code": "AC9E3LY12_E1", "collection": "learning_areas", "id": "acara-v9:learning_areas:AC9E3LY12_E1", "plain_text": "using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight”", "record_type": "illustrative_elaboration", "source_row": 496 }, { "attributes": { "achievement_standard": "By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice.
They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.
They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.", "learning_area": "English", "level": "Year 3", "pathway": "", "sequence": "", "subject": "English" }, "code": null, "collection": "achievement_standards", "id": "acara-v9:achievement_standards:8d3e51d8631fb94f", "plain_text": "By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.", "record_type": "achievement_standard", "source_row": 34 } ] }