Year 4 plan — Australian Curriculum: English

Implementation year: School name:

Year level description In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other
(highlighted aspects classes and schools in a range of face-to-face and online/virtual environments.
indicate differences from Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts
the previous year level) designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse,
poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the
contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings
within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex
Identify curriculum

language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a
variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.
Achievement standard Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to
engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in
discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show
understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.
They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

Term overview Term 1 Term 2 Term 3 Term 4

Exemplar unit: Playing with words Exploring informative texts Telling stories Persuading others
Students interpret poetry and experiment with Students investigate and interpret the Students investigate and engage with the Students investigate and interpret the different
deliberate wordplay to create an emotional technical language of informative texts, language, structure and purpose of ways persuasive language is used in
response, including the use of nonsense including online and multimodal texts. storytelling, including stories from the past and nonfiction, film and multimodal texts.
words, spoonerisms, neologisms and puns. Students explore and review a range of from other cultures. Students build understanding for NAPLAN
Texts will include Australian literature. instructive and procedural texts used in Students listen to, read and view oral narrative writing in Year 5.
Students create a multimodal imaginative everyday life, including print, digital and online traditions and contemporary literature of Students listen to a persuasive speech to
poetry performance. texts. Aboriginal cultures and Torres Strait Islander identify the key points and persuasive
Teaching and learning

Students create a written analysis of the Students create a short report on the language cultures as well as histories and texts from and features.
language of feeling, range of devices and word and features of informative texts. about Asia. Students create a multimodal persuasive
play in a poem. Students create a short imaginative narrative report that makes connections between two
with a focus on descriptive writing articles with similar ideas and identifies the key
points, characteristic persuasive features and
intended audience.
Aboriginal and Torres English provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content
Strait Islander perspectives and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
• Aboriginal and Torres Strait Islander storytelling traditions and contemporary literature
• Social, historical and cultural contexts associated with different uses of language and textual features in Australian Indigenous societies
• The diversity of Indigenous experiences and their representation in literature and other texts.
English articulates aspects of the languages, literatures and literacies of Aboriginal peoples and Torres Strait Islander peoples. It provides opportunities for students to develop an awareness,
appreciation of, and respect for the literature of Aboriginal peoples and Torres Strait Islander peoples, including storytelling traditions (oral narrative) as well as contemporary literature. Through
respectful engagement with Australian Indigenous peoples, and their knowledge and stories, students develop critical understandings of the social, historical and cultural contexts associated with
different uses of language and textual features.

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 General capabilities and Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with:
cross-curriculum priorities
Teaching and
learning

Key to general capabilities and

 Literacy    Numeracy    ICT capability    Critical and creative thinking    Ethical behaviour    Personal and social capability    Intercultural understanding
cross-curriculum priorities
 Aboriginal and Torres Strait Islander histories and cultures    Asia and Australia’s engagement with Asia    Sustainability

Assessment A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques. A folio is used to make an overall on-balance judgment
For advice and guidelines on about student achievement and progress at appropriate points and informs the reporting process.
assessment, see
Term 1 Term 2 Term 3 Term 4
www.qsa.qld.edu.au
Week Assessment instrument Week Assessment instrument Week Assessment instrument Week Assessment instrument
Develop assessment

5–6 Imaginative: Performance 4 Informative: Review 4–5 Imaginative: Narrative (Written) 3 Persuasive: Report (Written)
(Multimodal) (Spoken/signed) Create an imaginative narrative Listen to persuasive texts and
Present an imaginative poetry Present a review to identify a range using the features of descriptive identify the different ways
performance. of instructive and procedural texts. writing. persuasive language is used.
7 Informative: Exposition (Written) 6–7 Informative: Report (Written) 7–8 Informative: Discussion 6 Persuasive: Report (Multimodal)
Explain the effectiveness of Create an informative report (Spoken/signed) Create a persuasive report
language choices in an imaginative identifying the language and Contribute to a discussion to identifying key features of
poem. features of a procedural text evaluate a story from the past or persuasive texts.
other cultures.
QCATs: Identify the curriculum targeted by the QCAT and schedule its implementation
appropriate to the sequence of learning.
Moderation Teachers co-mark poetry performances to Curriculum leaders randomly sample student Teachers moderate the QCATs to identify A–E Teachers participate in cluster moderation of
Make judgments and

achieve consistency of teacher judgments. folios to ensure consistency of teacher samples to take to cluster moderation in the QCATs
use feedback

judgments. Term 4. School cluster moderates data collected using

the QCATs to ensure comparability of
standards across the state.

2 | Year 4 plan Australian Curriculum: English

Year 4 English: review for balance and coverage of content descriptions

Language 1 2 3 4 Language 1 2 3 4 Literacy 1 2 3 4

Language variation and change vocabulary encountered in research Texts in context
(ACELA1498)
Understand that Standard Australian English is     Identify and explain language features of texts 
one of many social dialects used in Australia, Expressing and developing ideas from earlier times and compare with the
and that while it originated in England it has Understand how to use strategies for spelling     vocabulary, images, layout and content of
been influenced by many other languages words, including spelling rules, knowledge of contemporary texts (ACELY1686)
(ACELA1487) morphemic word families, spelling Interacting with others
Language for interaction generalisations, and letter combinations
including double letters (ACELA1779)
Interpret ideas and information in spoken texts  
Understand that social interactions influence the  and listen for key points in order to carry out
way people engage with ideas and respond to Recognise homophones and know how to use     tasks and use information to share and extend
others for example when exploring and clarifying context to identify correct spelling (ACELA1780) ideas and information (ACELY1687)
the ideas of others, summarising students' own
views and reporting them to a larger group
Use interaction skills such as acknowledging  
Literature 1 2 3 4 another’s point of view and linking students’
(ACELA1488) response to the topic, using familiar and new
Literature and context
Understand differences between the language    vocabulary and a range of vocal effects such as
of opinion and feeling and the language of Make connections between the ways different   tone, pace, pitch and volume to speak clearly
factual reporting or recording (ACELA1489) authors may represent similar storylines, ideas and coherently (ACELY1688)
and relationships (ACELT1602)
Text structure and organisation Plan, rehearse and deliver presentations  
Responding to literature incorporating learned content and taking into
Understand how texts vary in complexity and    account the particular purposes and audiences
technicality depending on the approach to the Discuss literary experiences with others, sharing  
topic, the purpose and the intended audience (ACELY1689)
responses and expressing a point of view
(ACELA1490) (ACELT1603) Interpreting, analysing, evaluating
Understand how texts are made cohesive    Use metalanguage to describe the effects of   Identify characteristic features used in 
through the use of linking devices including ideas, text structures and language features of imaginative, informative and persuasive texts to
pronoun reference and text connectives literary texts (ACELT1604) meet the purpose of the text (ACELY1690)
(ACELA1491)
Examining literature Read different types of texts by combining    
Recognise how quotation marks are used in  Discuss how authors and illustrators make 
contextual , semantic, grammatical and phonic
texts to signal dialogue, titles and quoted (direct) knowledge using text processing strategies for
stories exciting, moving and absorbing and hold
speech (ACELA1492) example monitoring meaning, cross checking
readers’ interest by using various techniques, for
and reviewing (ACELY1691)
Identify features of online texts that enhance  example character development and plot tension
readability including text, navigation, links, (ACELT1605) Use comprehension strategies to build literal and    
graphics and layout (ACELA1793) inferred meaning to expand content knowledge,
Understand, interpret and experiment with a  integrating and linking ideas and analysing and
Expressing and developing ideas range of devices and deliberate word play in
evaluating texts (ACELY1692)
poetry and other literary texts, for example
Understand that the meaning of sentences can    Creating texts
be enriched through the use of noun nonsense words, spoonerisms, neologisms and
puns (ACELT1606)
groups/phrases and verb groups/phrases and Plan, draft and publish imaginative, informative  
prepositional phrases (ACELA1493) Creating literature and persuasive texts containing key information
and supporting details for a widening range of
Investigate how quoted (direct) and reported  Create literary texts that explore students’ own  audiences, demonstrating increasing control
(indirect) speech work in different types of text experiences and imagining (ACELT1607)
(ACELA1494) over text structures and language features
Create literary texts by developing storylines,  (ACELY1694)
Understand how adverb groups/phrases and  characters and settings (ACELT1794)
prepositional phrases work in different ways to Reread and edit for meaning by adding, deleting  
provide circumstantial details about an activity or moving words or word groups to improve
(ACELA1495) content and structure (ACELY1695)

Explore the effect of choices when framing an   Write using clearly-formed joined letters, and    
image, placement of elements in the image, and develop increased fluency and automaticity
salience on composition of still and moving (ACELY1696)
images in a range of types of texts Use a range of software including word 
(ACELA1496) processing programs to construct, edit and
publish written text, and select, edit and place
Incorporate new vocabulary from a range of   visual, print and audio elements (ACELY1697)
sources into students’ own texts including

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

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