Year 5

Australian Curriculum, Assessment and Reporting Authority

Adapted from: http://www.australiancurriculum.edu.au/
Year 5 Level Description - English
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy.
Teaching and learning programs should balance and integrate all three strands. Together the strands focus on
developing students knowledge, understanding and skills in listening, reading, viewing, speaking, writing and
creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers
will revisit and strengthen these as needed.
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community
members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken,
written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including newspapers, film and digital texts, junior and
early adolescent novels, poetry, non-fiction, and dramatic performances.
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 5 and 6 as independent readers describe complex
sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in
time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and
fantasy settings. Informative texts supply technical and content information about a wide range of topics of
interest as well as topics being studied in other areas of the curriculum. Text structures include chapters,
headings and subheadings, tables of contents, indexes and glossaries. Language features include complex
sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of
graphics.
Students create a range of imaginative, informative and persuasive types of texts including narratives,
procedures, performances, reports, reviews, explanations and discussions.

Content Descriptions English
Language Strands
Text Structure and Organisation: Understand how texts vary in purpose, structure and topic as well as the
degree of formality (ACELA1505).
Elaborations
Comprehend texts
Interpret and analyse learning area texts

Text Structure and Organisation: Investigate how the organisation of texts into chapters, headings, and
subheadings, according to chronology or topic can be used to predict content and assist navigation
(ACELA1797).
Elaborations:
Use knowledge of text structures

Literature Strands
Examining Literature: Recognise that ideas in literary texts can be conveyed from different viewpoints, which
can lead to different kinds of interpretations and responses (ACELT1610).
Examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which
include perspectives of animals and spirits.

Literacy Strands
Interpreting, Analysing, Evaluating: Use comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources (ACELY1703).
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.

Creating Texts: Reread and edit students own work using agreed criteria for text structures and language
features (ACELY1705).
Editing for flow and sense, organisation of ideas and choice of language, revising and trying new
approaches if an element is not having the desired impact

Year 5 Achievement Standard

Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand
how language features, images and vocabulary influence interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how events,
characters and settings in texts are depicted and explain their own responses to them. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view
about a text, selecting information, ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make presentations
and contribute actively to class and group discussions, taking into account other perspectives. When writing,
they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.











OTHER KEY LEARNING AREA:
Australian Curriculum, Assessment and Reporting Authority
Adapted from: http://www.australiancurriculum.edu.au/
Content Descriptions Science
Science Understanding: The earth is part of a system of planets orbiting around a star (the sun) (ACSSU078).
Identifying the planets of the solar system and comparing how long they take to orbit the sun.
Modelling the relative size of and distance between Earth, other planets in the solar system and the sun.
Recognising the role of the sun as a provider of energy for the earth.

Connections to Cross Curriculum Priorities
Connections to General Capabilities
Literacy
Comprehending texts through listening, reading and viewing
Text knowledge
Composing texts, through speaking, writing and creating
Text Knowledge
Grammar Knowledge
Word Knowledge

Information and Communication Technology (ICT)
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT

Critical and Creative Thinking
Inquiring Identifying, exploring and organising information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures

Intercultural Understanding
Recognising culture and developing respect

Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures

Year 5
Queensland Curriculum, Assessment and Reporting Authority
Adapted from: https://www.qcaa.qld.edu.au/17929.html
Year 5 Monitoring Map Literacy:

Listening and Speaking (LS 5)
Comprehension (v): Use interaction and communication skills to contribute to extend discussions by:
Clarifying ideas
Offering explanations for point of view

Viewing and Reading (VR 5)
Text Knowledge (i): View, read, navigate and select texts for specific personal, social and learning purposes.
Grammar Knowledge (v): Identify and describe words and word groups that represent ideas and
relationships, including main and subordinate clauses within sentences.
Comprehension (iii): Use text processing strategies when viewing and reading, including:
Skimming and scanning texts
Comparing content from sources
Analysing similarities and differences
Comprehension (iv): Independently view and read and demonstrate understanding of learning area texts by:
Synthesizing information to link idea
Interpreting, analyzing and justifying ideas from a literal and inferred ideas and information.

Writing and Creating (WV 5):
Text Knowledge (iv): Write paragraphs that maintain the pace or sense of texts, and organise texts using
structures including:
Compare and Contrast
Text Knowledge (i): Plan, draft and publish texts using strategies including:
Organising main ideas and supporting details using key questions or graphic organisers
Editing for meaning and structure using agreed criteria
Text Knowledge (ix): Proofread and edit writing, using knowledge of editing techniques.

Grammar Knowledge (iv): Write paragraphs that maintain the pace or sense of texts, and organise texts using
structures including:
Problem and solution
Cause and effect
Compare and contrast

Grammar Knowledge (ix): Use words and word groups including:
Extended noun groups, phrases and adjectives to extend ideas and information