What students learn in AC9EFLY01
This unit helps students build a clear, usable understanding of Some familiar texts, such as stories and informative texts, and.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: identify some familiar texts, such as stories and informative texts, and their purpose.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms using book covers to group imaginative and informative texts
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: identify some familiar texts, such as stories and informative texts, and their purpose
- E1: recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
- E2: using book covers to group imaginative and informative texts
- E3: grouping texts according to topic; for example, grouping a set of texts, which may include informative and imaginative texts, about farm animals
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9EFLY01 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Answering from memory without using clues from the text, sentence or image.
- Knowing the idea orally but not transferring it into reading, writing or speaking.
- Missing punctuation, word order or vocabulary clues that change meaning.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9EFLY01 — identify some familiar texts, such as stories and informative texts, and their purpose |
| Victoria | Victorian Curriculum F-10 | Foundation English: closest match in Texts in context. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Early Stage 1 English: closest content focus for Some familiar texts, such as stories and informative texts, and... and related outcomes. |
| United States | Common Core / NGSS | Kindergarten Common Core Mathematics/ELA closest topic match for Some familiar texts, such as stories and informative texts, and.... |
| England / UK | National Curriculum | Key Stage 1 / Year 1: closest programme-of-study match for Some familiar texts, such as stories and informative texts, and.... |
| Canada | Provincial and territory curricula | Kindergarten closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 English: closest achievement-objective topic for Some familiar texts, such as stories and informative texts, and.... |
| India | NCERT / CBSE | Kindergarten / Foundation closest NCERT/CBSE topic match for Some familiar texts, such as stories and informative texts, and.... |