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English (including Spelling)
Definition and rationale
The English Key Learning Area (KLA) involves the sustained and deliberate functional, critical and appreciative study of text structures and language features in Standard Australian English and the personal and social employment of language and texts.
Through the study of language and texts (including visual, oral and multimodal) we:
Ä develop effective communication skills
Ä develop knowledge and understanding of the construction of language and texts (through speaking, writing and shaping)
Ä develop knowledge and understanding on how language and texts are interpreted (through listening, reading and viewing)
Ä develop an engagement with, and appreciation of, aesthetic texts and the production of imaginative texts.
Each year, in all areas of English, students must have multiple opportunities to develop and apply an understanding of:
Ä Standard Australian English through:
Ä accessing meaningful, age-appropriate literary experiences incorporating a range of traditional and contemporary texts including those that are written, visual and multimodal (e.g. drama, artwork, books, films, television programs, CD-Roms and websites)
Ä experiencing texts from and about different cultures including Australia and Asia
Ä developing metalinguistic awareness – through talking and thinking about language in written, spoken and viewed text, students identify and explain their use of strategies (e.g. says ‘it didn’t look right, so I wrote it again’ or ‘the picture helped me to identify the main idea of the text’ or ‘I asked questions to clarify my understanding of the topic’)
Ä consolidating aspects of language previously taught (e.g. cohesion, punctuation).
Ä Literary texts including: picture books, rhyming poems, rhymed verse, haikus, form verse, limericks, ballads, narrative poems, epic poems, song lyrics, Dreaming stories, fairy tales, legends, myths, moral tales and fables, short stories, adventure fantasy, adolescent fiction, contemporary and classic novels, horror stories, ghost stories, mystery stories, science fiction, anecdotes, personal letters, play scripts and television scripts.
Ä Non-literary texts including: recounts, personal recounts, biographies, autobiographies, factual recounts, descriptions, reports, information reports, explanations, arguments, discussions, group discussions, debates, reviews, film reviews, news reports, articles, features, feature articles, editorials, letters to the editor, documentaries, film documentaries, current affairs, radio programs, interviews, advertisements, procedures, meetings, personal letters, personal emails, formal letters, formal emails, conversations, informal and formal presentations.
Ä Essential sources of information through:
Ä meaning (semantics) including prior knowledge and images
Ä structure (syntax) including grammatical knowledge – allowing the student to construct sentences and predict which way a sentence might be put together
Ä sound and visual patterns (graphophonics) including word origins to decode, spell and comprehend written and spoken text.
Major outcomes
Through the study of English KLA, students are:
Ä confident and effective speakers and listeners
Ä critical and appreciative readers and viewers
Ä creative and proficient writers and designers
Ä versatile language users
Ä accomplished interpreters, constructors and appreciators of literary and non-literary texts.
Summary of outcomes at different junctures
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Strands
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Early years
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Middle primary
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Upper primary
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Lower secondary
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Speaking and listening
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Students use oral, aural and gestural elements to interpret and construct texts that achieve purposes….
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…. in familiar contexts.
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….in personal and community contexts.
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….across wider community contexts.
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….across local, national and global contexts.
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Reading, viewing and interpreting
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Students use a range of strategies to interpret and appreciate written, visual and multimodal texts ….
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…. in familiar contexts.
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….in personal and community contexts.
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….across wider community contexts.
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….across local, national and global contexts.
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Writing and designing
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Students use language elements to construct literary and non-literary texts ….
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…. for known audiences.
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…. for known and unknown audiences.
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….for audiences across wider community contexts.
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….for audiences across local, national and global contexts.
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Language elements
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Students interpret and construct texts by exploring and using grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes in….
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…. in familiar contexts.
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….in personal and community contexts.
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….across wider community contexts.
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….across local, national and global contexts.
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Literary and non-literary texts
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Students explore literary and non-literary texts by ….
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…. developing an awareness of text purpose, audience, subject matter and text structure.
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…. making choices involving an understanding of purpose, audience, subject matter and text structure.
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…. appreciating and evaluating purpose, audience, subject matter and text structure.
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…. Manipulating and analysing purpose, audience, subject matter and text structure.
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For more information contact your Head of Campus.
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English 
