Find a skill and its lesson.

Reading comprehension

1. Explains why an author structured a text the way they didBuilds on: Identifies how structure, features and design achieve a text's purpose (Years 3–4)
2. Follows the ties that hold a text togetherBuilds on: Reads complex sentences and tracks what each word refers to (Years 1–2); Infers meaning by linking clues across a text (Years 3–4)
3. Distinguishes fact from opinion, identifies bias and questions the authorBuilds on: Explains how word choices shape a text's meaning (Years 3–4)
4. Reads accurately and matches rate and prosody to the textBuilds on: Reads multisyllabic words and whole texts at a suitable rate (Years 3–4); Reads aloud with expression, tone and punctuation (Years 3–4)
5. Explains how language choices shape a reader's responseBuilds on: Explains how word choices shape a text's meaning (Years 3–4); Reads words that carry more than their dictionary meaning (Years 3–4)
6. Monitors, repairs and evaluates own comprehension strategiesBuilds on: Notices and repairs breakdowns in comprehension (Years 3–4)
7. Uses signposts and structure to find information fastBuilds on: Sustains reading of extended print and digital texts (Years 3–4)
8. Chooses texts and reading approaches for a purposeBuilds on: Reads widely for different purposes and connects texts (Years 3–4)
9. Gathers research and judges the reliability of sourcesBuilds on: Builds topic knowledge and locates information in a text (Years 3–4)
10. Summarises and organises the main ideas of a textBuilds on: Identifies the main idea and supporting details (Years 3–4)
11. Uses morphology and etymology to unlock unfamiliar wordsBuilds on: Uses morphemes and new information to build meaning while reading (Years 3–4); Traces where words come from (Years 3–4)
12. Compares and synthesises texts on the same topicBuilds on: Gathers research and judges the reliability of sources; Identifies the main idea and supporting details (Years 3–4)
13. Supports inferences with evidence from the textBuilds on: Infers meaning by linking clues across a text (Years 3–4); Follows the ties that hold a text together

Understanding and responding to literature

1. Analyses character attributes, archetypes and developmentBuilds on: Describes how characters are built and why they matter (Years 3–4)
2. Explains genre codes and the texts that break themBuilds on: Groups texts by genre and notices genre blends (Years 3–4)
3. Analyses narrative conventions and the expectations they setBuilds on: Describes how plot, character and setting work together (Years 3–4); Connects narratives to lived experience and cultural narratives (Years 3–4)
4. Explains how perspective is shaped by context and authorial choiceBuilds on: Sees how perspective and context shape literature (Years 3–4)
5. Identifies the recurring messages in literatureBuilds on: Tells themes apart from topics (Years 3–4)
6. Judges argument, objectivity and the authority of textsBuilds on: Recognises argument, authorship and authority (Years 3–4); Distinguishes fact from opinion, identifies bias and questions the author
7. Analyses figurative language, symbol and imagery in literatureBuilds on: Recognises imagery, symbol and figurative language in literature (Years 3–4); Works out non-literal meanings: idiom and metaphor

Vocabulary

1. Works out non-literal meanings: idiom and metaphorBuilds on: Names figurative language and wordplay (Years 3–4)
2. Analyses morphemes to unlock subject-specific wordsBuilds on: Builds vocabulary using morphemes and word associations (Years 3–4)
3. Tells informative words from emotive, persuasive onesBuilds on: Reads words that carry more than their dictionary meaning (Years 3–4)
4. Collects and uses newly met words, including metalanguageBuilds on: Builds vocabulary using morphemes and word associations (Years 3–4)
5. Identifies where words come fromBuilds on: Traces where words come from (Years 3–4)
6. Weighs modality and shades of meaning between synonymsBuilds on: Uses synonyms, antonyms and a thesaurus (Years 3–4); Reads words that carry more than their dictionary meaning (Years 3–4)

Handwriting and digital transcription

1. Types efficiently and selects digital tools to suit audience and purposeBuilds on: Types accurately and uses software functions to draft, revise and illustrate texts (Years 3–4)
2. Sustains a legible personal handwriting style and adjusts it to purposeBuilds on: Joins letters legibly and consistently to build handwriting fluency (Years 3–4)

Sentence-level grammar and punctuation

1. Embeds adjectival clauses and repositions adverbial clauses for effectBuilds on: Adds information with adjectival clauses and adverbial phrases (Years 3–4)
2. Uses capitals, commas and quotation marks consistently across a textBuilds on: Uses capitals, commas, bullet points and apostrophes accurately (Years 3–4)
3. Varies sentence type and length for clarity and effect suited to text purposeBuilds on: Uses declarative, imperative, exclamatory and interrogative sentences for purpose (Years 3–4); Writes complex sentences with subordinating conjunctions and varies sentence length (Years 3–4)
4. Chooses verbs and verb groups for precision and added detailBuilds on: Selects precise verbs and verb groups and writes cause-and-effect statements (Years 3–4)
5. Uses Tier 2 and Tier 3 vocabulary, synonyms and modality with controlBuilds on: Chooses topic-specific vocabulary, adjectives and synonyms for precision (Years 3–4); Uses modality to strengthen or soften an argument (Years 3–4)
6. Uses appositives and nominalisation to write succinctly and authoritativelyBuilds on: Embeds adjectival clauses and repositions adverbial clauses for effect
7. Uses parentheses, dashes and hyphens, and experiments with punctuation for effectBuilds on: Uses capitals, commas and quotation marks consistently across a text

Spelling

1. Explains graphemes and roots by their etymology when spellingBuilds on: Applies position and etymology rules for graphemes and proofreads spelling (Years 3–4)
2. Adds derivational suffixes and assimilated prefixes to base words and rootsBuilds on: Adds inflected and derivational suffixes and prefixes to base words (Years 3–4)
3. Proofreads for misspellings and spells taught homophones across learning areasBuilds on: Spells irregular plurals and taught homophones correctly in own writing (Years 3–4)
4. Segments unfamiliar multisyllabic words and applies infrequent graphemesBuilds on: Segments multisyllabic words and uses stress and the schwa when spelling (Years 3–4)

Text features, cohesion and planning

1. Controls tense, referencing, substitution and paragraph transitions across a whole textBuilds on: Holds tense, referencing, agreement, articles and connectives steady across a text (Years 3–4)
2. Uses metaphor, hyperbole, oxymoron and allusion for effectBuilds on: Creates imagery and humour with simile, personification, idiom and pun (Years 3–4)
3. Plans hybrid texts and researches from several sources using print or digital toolsBuilds on: Plans a text by researching, summarising and drawing on experience (Years 3–4)
4. Chooses multimodal features for an audience and acknowledges sourcesBuilds on: Selects multimodal features and digital tools that add meaning (Years 3–4)
5. Justifies authorial decisions and edits own and others' writing against criteriaBuilds on: Proofreads, revises and edits written texts against criteria and feedback (Years 3–4)
6. Assesses the reliability and authority of sources when researchingBuilds on: Plans hybrid texts and researches from several sources using print or digital tools

Writing for different purposes

1. Builds a statement of position and logical lines of argument to a rhetorical conclusionBuilds on: Writes a persuasive text with a stated position, sequenced arguments and a conclusion (Years 3–4)
2. Writes factual and historical accounts that include broader contextual informationBuilds on: Writes factual and historical accounts with an introduction, events and conclusion (Years 3–4)
3. Crafts imaginative texts with deliberate choices of setting, character, voice and themeBuilds on: Writes a narrative with an orientation, complication and resolution (Years 3–4); Chooses first, second or third person narrative voice for effect (Years 3–4)
4. Chooses informative formats and organises ideas into logically sequenced paragraphsBuilds on: Writes an information report with headings, topic sentences and a conclusion (Years 3–4)
5. Selects poetic forms to express ideas descriptivelyBuilds on: Writes poems in stanzas, using punctuation innovatively for effect (Years 3–4)
6. Compares, contrasts and discusses cause and effect across sequenced paragraphsBuilds on: Chooses informative formats and organises ideas into logically sequenced paragraphs
7. Writes objective arguments, blends them with personal ones, and presents multiple viewpointsBuilds on: Builds a statement of position and logical lines of argument to a rhetorical conclusion
8. Targets rhetorical devices and modality to qualify or strengthen argumentsBuilds on: Uses modality to strengthen or soften an argument (Years 3–4); Builds a statement of position and logical lines of argument to a rhetorical conclusion

Interacting

1. Describes ways of interacting that follow Aboriginal and Torres Strait Islander cultural protocolsBuilds on: Identifies cultural practices and protocols Aboriginal and Torres Strait Islander Peoples use to interact (Years 3–4)
2. Evaluates the role of gesture in social and learning interactionsBuilds on: Identifies how tone, pace, pitch, volume, gesture and posture change meaning (Years 3–4)
3. Defines roles, goals, criteria and timeframes for in-person and online interactionsBuilds on: Follows agreed protocols and assigned roles for classroom interactions, in person and online (Years 3–4)
4. Identifies varying social conventions and deliberately adjusts language and styleBuilds on: Adjusts language for different social and learning contexts (Years 3–4)
5. Initiates and sustains a discussion by questioning, building on and evaluating ideasBuilds on: Contributes ideas and builds on others' ideas in class discussion (Years 3–4)
6. Asks and responds to analytical and evaluative questions about literatureBuilds on: Poses and responds to open-ended questions about literature (Years 3–4); Initiates and sustains a discussion by questioning, building on and evaluating ideas

Listening for understanding

1. Analyses how audio elements integrate with visual, gestural and spatial elementsBuilds on: Identifies how tone, pace, pitch, volume, gesture and posture change meaning (Years 3–4); Includes multimodal features in a planned presentation (Years 3–4)
2. Evaluates the effectiveness of rhetorical questions used for intentional effectBuilds on: Understands that rhetorical questions are used for intentional effect (Years 3–4)
3. Evaluates the features of spoken texts that make them enjoyableBuilds on: Identifies language features in spoken texts such as idioms, puns and colloquialisms (Years 3–4)
4. Applies interactive and active listening strategies and gives feedback to a speakerBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions (Years 3–4)
5. Analyses key ideas and perspectives through paraphrasing and note-takingBuilds on: Listens actively, makes notes, paraphrases and asks follow-up questions (Years 3–4)

Presenting

1. Delivers a presentation suited to purpose and audience, moderating length, content and styleBuilds on: Plans and delivers a spoken presentation suited to purpose and audience (Years 3–4)
2. Selects multimedia components, visual displays and gestural features to bring clarityBuilds on: Includes multimodal features in a planned presentation (Years 3–4)
3. Presents a researched multimodal argument with references and persuasive techniquesBuilds on: States a reasoned argument in a presentation about learning-area content (Years 3–4); Identifies the evidence a speaker gives for a point of view (Years 3–4); Writes a persuasive text with a stated position, sequenced arguments and a conclusion (Years 3–4)
4. Experiments with volume, pace and intonation and recognises the effect on the audienceBuilds on: Adjusts volume, pace and intonation when presenting and reciting (Years 3–4)
5. Varies sentence length and uses expanded noun and verb groups in planned spoken textsBuilds on: Uses prepositional, adverbial and adjectival phrases to extend a planned presentation (Years 3–4)
6. Uses connectives to signal a change in perspective or a causal relationship when speakingBuilds on: Identifies connective vocabulary that holds a spoken text together (Years 3–4); Varies sentence length and uses expanded noun and verb groups in planned spoken texts
7. Reflects on and monitors own and peer presentations against given criteriaBuilds on: Reflects on and monitors own presentations against given criteria (Years 3–4); Delivers a presentation suited to purpose and audience, moderating length, content and style

Fractions and decimals

1. Recognises and names unit fractions of shapes and collectionsBuilds on: Models division as equal sharing and grouping (Years 3–4)
2. Finds equivalent fractions using models and multiplicationBuilds on: Recognises and names unit fractions of shapes and collections; Recalls multiplication facts to 10 × 10 (Years 3–4)
3. Adds and subtracts fractions with the same denominatorBuilds on: Recognises and names unit fractions of shapes and collections
4. Reads and orders decimals to thousandths using place valueBuilds on: Reads, writes and orders numbers to 1000 (Years 1–2); Recognises and names unit fractions of shapes and collections
5. Adds and subtracts fractions with unlike denominatorsBuilds on: Finds equivalent fractions using models and multiplication; Adds and subtracts fractions with the same denominator
6. Adds, subtracts and multiplies decimalsBuilds on: Reads and orders decimals to thousandths using place value; Multiplies two- and three-digit numbers by a one-digit number (Years 3–4)
7. Converts between fractions, decimals and percentagesBuilds on: Finds equivalent fractions using models and multiplication; Reads and orders decimals to thousandths using place value

Area, volume and angles

1. Uses formulas to find the area of rectangles and trianglesBuilds on: Finds area by counting square units on grids (Years 3–4); Multiplies two- and three-digit numbers by a one-digit number (Years 3–4)
2. Measures and draws angles with a protractorBuilds on: Sorts and names circles, squares, triangles and rectangles (Kindergarten)
3. Plots and reads points in all four quadrants of the Cartesian planeBuilds on: Orders, adds and subtracts positive and negative integers (Years 7–8); Places numbers up to 100 on a number line (Years 1–2)
4. Calculates the volume of rectangular prismsBuilds on: Uses formulas to find the area of rectangles and triangles

Analysing data

1. Calculates the mean, median, mode and range of a data setBuilds on: Draws and interprets column graphs (Years 3–4); Divides two- and three-digit numbers by a one-digit number, with remainders (Years 3–4)
2. Interprets line graphs and two-way tablesBuilds on: Draws and interprets column graphs (Years 3–4)

Chance

1. Describes chance using words such as likely, unlikely and impossibleA starting point: builds on no earlier skill
2. Assigns probabilities to simple events as fractionsBuilds on: Describes chance using words such as likely, unlikely and impossible; Recognises and names unit fractions of shapes and collections