Australian Curriculum English - Foundation to Year 10 Sequence of Achievement - aligned by assessable elements

Sep 25, 2026

Uploaded by lilac

Australian Curriculum English: Foundation to Year 10 Sequence of Achievement (aligned by assessable elements) organizes English learning across schooling stages. It details progression in receptive and productive modes, including listening, reading, viewing, speaking, writing, and language use. The sequence specifies how students develop text understandings through predicting and questioning, recognizing purposes and text structures, analysing language features, and interpreting literal and implied meaning. It also outlines decoding and fluency expectations, phonics and high-frequency word knowledge, vocabulary growth, and increasingly complex analysis and evaluation of ideas, evidence, and author effects from texts.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Receptive Mode: Listening, Reading, Viewing

English Understandings

Comprehending Text

Language Understandings and Text Analysis Progression

Australian Curriculum English: Foundation to Year 10 Sequence of Achievement (aligned by assessable elements) | Mode | Assessable Elements | Foundation | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | Year 7 | Year 8 | Year 9 | Year 10 | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Recept ive Mode ( l isten ing, read ing, viewing) | Eng l ish Understandings | Use predicting and questioning strategies to make meaning from texts | Understand the different purposes of texts | Understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information | Understand how content can be organised using different text structures depending on the purpose of the text | | Explain how text structures assist in understanding the text | Understand how the use of text structures can achieve particular effects | Understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context | Understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences | Analyse the ways that text structures can be manipulated for effect | | | | | | | | |
Understand that texts have different text structures depending on purpose and context | | | | | |
Evaluate how text structures can be used in innovative ways by different authors | | | | Understand that there are different types of texts and that these can have similar characteristics | Identify that texts serve different purposes and that this affects how they are organised | | | | | | | | | | | | | Identify connections between texts and their personal experience | Make connections to personal experience when explaining characters and main events in short texts | | Understand how language features, images and vocabulary choices are used for different effects | Explain how language features, images and vocabulary are used to engage the interest of audiences | Understand how language features, images and vocabulary influence interpretations of characters, settings and events | Analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events | Demonstrate understanding of how the choice of language features, images and vocabulary affects meaning | Explain how language features, images and vocabulary are used to represent different ideas and issues in texts | Analyse and explain how images, vocabulary choicesand language features distinguish the work of individual authors | Explain how the choice of language features, images and vocabulary contributes to the development of individual style | | | | Recall one or two events from texts with familiar topics | Describe characters, settings and events indifferent types of literature | | | | | | | | | | | | Comprehend ing Text | Read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies | Read aloud, with developing fluency | Read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of highfrequency sight words and images that provide extra information | Read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information | Fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words | When reading, encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge | See other aspects of comprehending texts | | | | | | | | | Read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images |

FAQs

What does “aligned by assessable elements” mean in this sequence?

Learning progress is broken down into specific assessable elements so student achievement can be tracked consistently across year levels.

How does the receptive mode (listening, reading, viewing) develop from Foundation to Year 10?

Students move from making meaning using basic predicting and questioning to analysing how text structures and language features are manipulated for effect, then evaluating and integrating ideas to form interpretations.

What decoding and fluency skills are emphasized in the comprehending text strand?

The sequence targets recognition of letters and common sounds, phonics and blending, monitoring meaning and self-correcting, and increasing fluency through more complex texts and unfamiliar words using phonics, grammatical, semantic, and contextual knowledge.

Sep 25, 2026

Uploaded by lilac