SOCIAL REGISTER

YEAR LEVEL
ENGLISH STRANDS
ENGLISH SUB-STRANDS
SUB-STRAND ELEMENT
ELABORATION
ENGLISH TYPE
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
0F
LANGUAGE
Language variation and change
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages
LISTENING, SPEAKING
Intercultural understanding
Aboriginal Torres Strait Is history and culture
0F
LANGUAGE
Language variation and change
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

learning that we use a different tone and style of language with different people

learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
LISTENING, READING, SPEAKING, WRITING
Literacy , Personal and social competence

0F
LANGUAGE
Language for interaction
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
recognising some of the ways we can use speech, gesture, writing and media to communicate feelings

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations
LISTENING, SPEAKING
Literacy , Personal and social competence

0F
LITERACY
Interacting with others
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’

learning to ask questions and provide answers that are more than one or two words

participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas

showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate

listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts

engaging in conversations with peers and adults in home language or dialect

asking and answering questions using appropriate intonation

speaking so that the student can be heard and understood

altering volume for inside and outside situations and when speaking to an audience
LISTENING, SPEAKING
ICT, Intercultural understanding, Personal and social competence

1
LANGUAGE
Language for interaction
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
• extending students’ vocabularies for the expression of feelings and emotions


• considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Literacy , Personal and social competence

1
LANGUAGE
Expressing and developing ideas
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
• learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
LISTENING, READING, SPEAKING, WRITING
Literacy , Personal and social competence

1
LITERACY
Interacting with others
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
• listening for details in spoken informative texts

• participating in informal and structured class, group and pair discussions about content area topics, ideas and information

• speaking clearly and with appropriate volume

• interacting confidently and appropriately with peers, teachers, visitors and community members

• learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently

• formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
LISTENING, SPEAKING
Critical and creative thinking , Intercultural understanding, Personal and social competence

1
LITERACY
Interacting with others
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
• identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, 'sharing the talking space')

• participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others

• taking turns, asking and answering questions and attempting to involve others in discussions

• demonstrating active listening behaviour and responding to what others say in pair, group and class discussions

• experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems

• attempting correct pronunciation of new vocabulary
LISTENING, SPEAKING
Personal and social competence

1
LITERACY
Interacting with others
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
• reporting the results of group discussions

• providing simple explanations about how to do or make something

• giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
LISTENING, SPEAKING
Literacy , Personal and social competence

2
LANGUAGE
Language variation and change
Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities

recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness

Critical and creative thinking , Intercultural understanding, Literacy , Personal and social competence
Aboriginal Torres Strait Is history and culture, Asia and Australia’s engagement with Asia
2
LANGUAGE
Language for interaction
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 (ACELA1461)
exploring how terms of address are used to signal different kinds of relationships

exploring the differences between giving a presentation and talking to friends

exploring culturally specific greetings and expressions of politeness
LISTENING, SPEAKING
Critical and creative thinking , Personal and social competence

2
LITERATURE
Interacting with others
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
discussing appropriate conventions to use in group discussions

exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities

asking relevant questions and making connections with personal experiences and the contributions of others

brainstorming topics, contributing ideas and acknowledging the ideas of others

speaking clearly and with appropriate intonation

understanding how to disagree with a point of view or offer an alternative idea courteously

experimenting with presentation strategies such as pitch, volume and intonation
LISTENING, SPEAKING
Critical and creative thinking , ICT, Personal and social competence

3
LANGUAGE
Language for interaction
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 (ACELA1476)
identifying roles and collaborative patterns in students’ own groups 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)
LISTENING, SPEAKING
Literacy , Personal and social competence

3
LITERACY
Interacting with others
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views
SPEAKING
Personal and social competence

3
LITERACY
Interacting with others
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

experimenting with voice effects in formal presentations such as tone, volume and pace
SPEAKING
Literacy , Personal and social competence

4
LANGUAGE
Language for interaction
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 students' own views and reporting them to a larger group (ACELA1488)
recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts

recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report

understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures

recognising the importance of using inclusive language
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence

4
LITERATURE
Literature and context
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time

comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
WRITING
Literacy

4
LITERATURE
Creating literature
Create literary texts by developing storylines, characters and settings (ACELT1794)
collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Personal and social competence

4
LITERACY
Texts in context
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Literacy , Personal and social competence

4
LITERACY
Interacting with others
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
LISTENING, SPEAKING
Critical and creative thinking , Literacy

4
LITERACY
Interacting with others
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

4
LITERACY
Interacting with others
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

5
LANGUAGE
Language for interaction
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence

5
LITERATURE
Examining literature
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world


investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
LISTENING, READING, SPEAKING, WRITING
Ethical behaviour , Literacy

5
LITERACY
Texts in context
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Interacting with others
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
LISTENING, SPEAKING
Critical and creative thinking , Personal and social competence

5
LITERACY
Interacting with others
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Interacting with others
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Interpreting, analysing and evaluating
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Sustainability
6
LANGUAGE
Language variation and change
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)
recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia

recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Personal and social competence
Aboriginal Torres Strait Is history and culture
6
LANGUAGE
Language for interaction
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
identify and appreciate differences in language used in diverse family settings
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

6
LITERATURE
Literature and context
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence

6
LITERATURE
Responding to literature
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

6
LITERATURE
Responding to literature
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
noting how degrees of possibility are opened up through the use of modal auxiliaries (for example 'It may be a solution'; 'It could be a solution.') as well as through other resources such as adverbs (for example 'It's possibly/probably/certainly a solution.'); adjectives (for example 'It's a possible/probable/certain solution'); and nouns (for example 'It's a possibility/probability.')
LISTENING, READING, SPEAKING
Critical and creative thinking , Literacy

6
LITERACY
Interacting with others
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations

using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
LISTENING, SPEAKING
Critical and creative thinking , Personal and social competence

6
LITERACY
Interacting with others
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
LISTENING, READING, SPEAKING, WRITING
ICT, Literacy , Personal and social competence

6
LITERACY
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity


using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
WRITING
Critical and creative thinking , ICT, Literacy