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Foundation: Patterns

Curriculum summary tables

Students will be provided opportunities through the activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand and sub-strand Content descriptions Elaborations in sequence content
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 Sequence 10: Discussion of differences in way of life, tools, celebrations, clothing and language of Indigenous Australians of the past and present.
Text structure and organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes. ACELA1430 Sequence 2: Differences between purposes of informative and imaginative texts discussed.
Sequence 4: During modelled reading the differences in layout of informative and imaginative texts examined and made explicit.
  Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences. ACELA1432 Sequence 1: Finding capital letters in students’ own names and in days of the week.
Sequences 4, 5, 6, 7, 10, 11, 12: Using capital letters and full stops in sentences modelled for and constructed by students.
Expressing and developing ideas Recognise that sentences are key units for expressing ideas. ACELA1435 Sequences 4, 5, 6, 7, 8, 10, 11, 12: Writing sentences to express ideas about text read or activity undertaken.
  Recognise that texts are made up of words and groups of words that make meaning. ACELA1434 Sequences 6, 7, 8, 12: Reading, writing and talking about sentences with words that tell us ‘what is happening’.
  Explore the different contribution of words and images to meaning in stories and informative texts. ACELA1786 Sequences 2, 3, 4, 9, 10, 11: Comparing the differences in visual and verbal text in imaginative and informative texts.
Phonics and word knowledge Understand how to use knowledge of letters and sounds including onset and rime to spell words. ACELA1438 Sequences 1, 2, 3, 5, 6, 7: During modelled writing, teacher uses initial sounds to aid in spelling days of the week.
  Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words. ACELA1439 Sequences 2, 3, 5, 7: Using sounding out as a spelling strategy.
Sequences 8, 11: Listening for ‘ed’ and ‘ing’ patterns.
Sequence 9: Listening for rhyming words in a read-aloud text.
  Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents. ACELA1440 Sequences 1, 3, 4, 5, 6, 7, 11: Matching capital and lower case versions of the same letter and writing upper and lower case letters.

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences. ACELT1575 Sequences 1, 2, 3, 4, 5, 7, 9, 11, 12: While responding to literature students make connections between the text read and their own experiences.
  Identify some features of texts including events and characters and retell events from a text. ACELT1578 Sequences 1, 3, 4, 6, 7, 9, 11: Recalling the events from a story.

Creating literature

Share feelings and thoughts about the events and characters in texts. ACELT1783 Sequences 1, 2, 3, 4, 5, 7, 9, 11: During responding to texts students share feelings and thoughts about text read.

Texts in context

Identify some familiar texts and the contexts in which they are used. ACELY1645 Sequence 5: Identifying symbols in the local environment.
Interpreting, analysing, evaluating Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact. ACELY1784 Sequence 8: Participating in turn taking during miming activity.
  Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations. ACELY1646 Sequences 1, 2, 4, 5, 6, 7, 9, 10, 11: Students contribute to discussion of texts as a class and in small groups.
  Identify some differences between imaginative and informative texts. ACELY1648 Sequences 2, 4, 6: During and following modelled reading of texts, students discuss their observations.
  Read decodable and predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge. ACELY1649 Sequences 1, 3, 7, 9, 10: During modelled reading, using initial sounds or rhyme and illustrations as strategies for attempting unfamiliar words is demonstrated and made explicit.
Creating texts Use comprehension strategies to understand and discuss texts listened to or viewed or read independently. ACELY1650 Sequences 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12: During modelled reading, using predicting skills to aid comprehension, demonstrated and practised during small group discussion of texts.
  Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge. ACELY1651 Sequence 1: Writing sentences about what students do on different days of the week.
Sequences 4, 7, 8, 9, 11, 12: Writing sentences to express ideas about the text read or viewed.
Sequence 5: Writing sentences to record observations.
Sequence 6: Writing sentences to record information learnt.
  Produce some lower case and upper case letters using learned letter formations. ACELY1653 Sequence 1, 3, 4, 7, 12: Writing and tracing upper and lower case letters following teacher directions.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA). 

Australian Curriculum: Mathematics

Strand and sub-strand Content descriptions Elaborations in sequence content

Number and algebra

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting pointACMNA001 Sequence 1: Counting the different fruits eaten by the caterpillar in the story.
Sequences 7, 10, 11: Matching digit and number word cards to groups of insects in illustrations. Discussing ascending and descending counting patterns.
  Connect number names, numerals and quantities, including zero, initially up to ten and then beyond. ACMNA002 Sequences 7, 10, 11: Matching digit and number word cards.
  Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. ACMNA005 Sequence 5: Undertaking a hunt for shapes and patterns in their environment and recording results in drawings.

Measurement and geometry

Connect days of the week to familiar events and actions. ACMMG008 Sequence 1: Using the days of the week to aid retelling of a story listened to.
  Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment. ACMMG009 Sequence 5: Undertaking a hunt for shapes and patterns in their environment.

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).