Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 3 to 6 / Understanding / Systems of language

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Curriculum content descriptions

Produce sounds, stress, intonation patterns of the target language, using developing phonemic awareness linked to the writing system

[Key concepts; punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, discriminating, noticing,listening, reading]


  • discriminating meaningful sounds, morphemes and intonation patterns in words, phrases, statements, questions, commands, requests and exclamations
  • using knowledge of sound–symbol correspondences in the language to identify morphemes, words and phrases in speech and to match these with their written forms
  • using appropriate conventions of the written language, including punctuation, capitalisation, diacritics, digraphs to support links with spoken language
  • paying attention to consistency in target language spelling with reference to the sound system of the language
  • using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their written forms
  • noticing the various roles of the speech organs in the production of sounds in the language and comparing these with the pronunciation of English and other known languages
General capabilities
  • Literacy Literacy
Cross-curriculum priorities
ScOT terms

Australian languages

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