HOW THE YEAR 5 Curriculum
LINKS TO NAPLAN
English / Year 5 / Language / Language for interaction / ACELA1502
Content Description
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
Elaborations
· recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this year.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this year.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this year') and reflecting on the effect of these different choices
English / Year 5 / Language / Text structure and organisation / ACELA1504
Content Description
Understand how texts vary in purpose, structure and topic as well as the degree of formality
Elaborations
- becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
Content Description
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
Elaborations
• observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example 'Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected')
English / Year 5 / Language / Text structure and organisation / ACELA1506
Content Description
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns
Elaboration
• learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents' car
• learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’
English / Year 5 / Language / Text structure and organisation / ACELA1797
Content Description
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
English / Year 5 / Language / Expressing and developing ideas / ACELA1512
Content Description
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts
Elaborations
• moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
English / Year 5 / Language / Expressing and developing ideas / ACELA1513
Content Description
Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words
Elaborations
• learning that many complex words were originally hyphenated but are now written without a hyphen, for example ‘uncommon’, ‘renew’ ‘email’ and ‘refine’
• talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’
English / Year 5 / Language / Expressing and developing ideas / ACELA1514
Content Description
Recognise uncommon plurals, for example ‘foci’
Elaborations
• using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals
English / Year 5 / Literature / Creating literature / ACELT1612
Content Description
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
Elaborations
• using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
• Create literary texts that experiment with structures, ideas and stylistic features of selected authors
English / Year 5 / Literature / Creating literature / ACELT1798
Content Description
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
Elaborations
• drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
English / Year 5 / Literacy / Interpreting, analysing, evaluating / ACELY1701
Content Description
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
Elaborations
• 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
English / Year 5 / Literacy / Interpreting, analysing, evaluating / ACELY1702
Content Description
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
Elaborations
• bringing subject and technical vocabulary and concept knowledge to new reading tasks
• selecting and using texts for their pertinence to the task and the accuracy of their information
• using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
• reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
English / Year 5 / Literacy / Interpreting, analysing, evaluating / ACELY1703
Content Description
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
Elaborations
• using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
English / Year 5 / Literacy / Creating texts / ACELY1704
Content Description
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Elaborations
• using research from print and digital resources to gather and organise information for writing
• selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
• using vocabulary, including technical vocabulary, appropriate to purpose and context
• using paragraphs to present and sequence a text
English / Year 5 / Literacy / Creating texts / ACELY1706
Content Description
Develop a handwriting style that is becoming legible, fluent and automatic
Elaborations
• using handwriting with increasing fluency and legibility appropriate to a wide range of writing purposes