Full raw source/publisher/date: national record. Whole context and standard follow, so a selected code is not mistaken for the whole year. Grid9focus informative structure; grid10cumulative separate evidence. Exact earlier annual context is preserved here.
Whole Year 1 context
The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all 3 strands. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years.In Year 1, students learn that language is communicated in ways that meet the needs of diverse learners. They learn to interact with familiar audiences for different purposes.Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include picture books, various types of stories, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, dramatic performances, and texts used by students as models for constructing their own texts.The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia.Year 1 students develop their reading in a text-rich environment through engagement with a range of texts. This range includes literature that expands and reflects their world and texts that support learning in English and across the curriculum. Some students will continue to practise their reading with decodable texts that align with phonic development. These texts systematically introduce words with grapheme–phoneme correspondences. Developing readers engage with authentic texts that support and extend them as independent readers. These texts include straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts, with illustrations and diagrams, present a small amount of new content about familiar topics of interest and topics being studied in other learning areas. These texts use a small range of language features including simple and compound sentences, some unfamiliar vocabulary, high-frequency words and other words that need to be decoded using developing phonic knowledge.Year 1 students create short texts whose purposes may be imaginative, informative and persuasive. These texts may explain simple procedures, recount real or imagined events or experiences, report and describe learning area content, retell stories, express opinions, and describe real or imagined people, places or things for an audience.
Whole achievement standard
By the end of Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories. They share ideas and retell or adapt familiar stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts. They sequence ideas and use language features including topic-specific vocabulary and features of voice. They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences. They identify the text structures of familiar narrative and informative texts, and their language features and visual features. They blend short vowels, common long vowels, consonants and digraphs to read one-syllable words. They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency words. They use sentence boundary punctuation to read with developing phrasing and fluency. They create short written and/or multimodal texts including recounts of stories with events and characters. They report information and experiences, and express opinions. Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts. They write simple sentences with sentence boundary punctuation and capital letters for proper nouns. They use topic-specific vocabulary. They write words using unjoined upper-case and lower-case letters. They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.
All thirty national descriptors and selected scope
AC9E1LA01 · selected partial opportunity
understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands Official workbook, sheet1row130, rawE/J retained.
AC9E1LA02 · selected partial opportunity
explore language to provide reasons for likes, dislikes and preferences Official workbook, sheet1row135, rawE/J retained.
AC9E1LA03 · selected partial opportunity
explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain Official workbook, sheet1row139, rawE/J retained.
AC9E1LA04 · wider year context, not claimed complete
explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs Official workbook, sheet1row143, rawE/J retained.
AC9E1LA05 · selected partial opportunity
understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images Official workbook, sheet1row146, rawE/J retained.
AC9E1LA06 · selected partial opportunity
understand that a simple sentence consists of a single independent clause representing a single event or idea Official workbook, sheet1row149, rawE/J retained.
AC9E1LA07 · selected partial opportunity
understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) Official workbook, sheet1row152, rawE/J retained.
AC9E1LA08 · selected partial opportunity
compare how images in different types of texts contribute to meaning Official workbook, sheet1row155, rawE/J retained.
AC9E1LA09 · selected partial opportunity
recognise the vocabulary of learning area topics Official workbook, sheet1row160, rawE/J retained.
AC9E1LA10 · selected partial opportunity
understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns Official workbook, sheet1row164, rawE/J retained.
AC9E1LE01 · wider year context, not claimed complete
discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators Official workbook, sheet1row171, rawE/J retained.
AC9E1LE02 · selected partial opportunity
discuss literary texts and share responses by making connections with students’ own experiences Official workbook, sheet1row176, rawE/J retained.
AC9E1LE03 · selected partial opportunity
discuss plot, character and setting, which are features of stories Official workbook, sheet1row182, rawE/J retained.
AC9E1LE04 · wider year context, not claimed complete
listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme Official workbook, sheet1row186, rawE/J retained.
AC9E1LE05 · wider year context, not claimed complete
orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools Official workbook, sheet1row191, rawE/J retained.
AC9E1LY01 · selected partial opportunity
discuss different texts and identify some features that indicate their purposes Official workbook, sheet1row197, rawE/J retained.
AC9E1LY02 · selected partial opportunity
use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions Official workbook, sheet1row201, rawE/J retained.
AC9E1LY03 · selected partial opportunity
describe some similarities and differences between imaginative, informative and persuasive texts Official workbook, sheet1row208, rawE/J retained.
AC9E1LY04 · selected partial opportunity
read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge Official workbook, sheet1row211, rawE/J retained.
AC9E1LY05 · selected partial opportunity
use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures Official workbook, sheet1row214, rawE/J retained.
AC9E1LY06 · selected partial opportunity
create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words Official workbook, sheet1row221, rawE/J retained.
AC9E1LY07 · selected partial opportunity
create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace Official workbook, sheet1row228, rawE/J retained.
AC9E1LY08 · selected partial opportunity
write words using unjoined lower-case and upper-case letters Official workbook, sheet1row234, rawE/J retained.
AC9E1LY09 · selected partial opportunity
segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) Official workbook, sheet1row237, rawE/J retained.
AC9E1LY10 · selected partial opportunity
orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness) Official workbook, sheet1row239, rawE/J retained.
AC9E1LY11 · selected partial opportunity
use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words Official workbook, sheet1row243, rawE/J retained.
AC9E1LY12 · wider year context, not claimed complete
understand that a letter can represent more than one sound and that a syllable must contain a vowel sound Official workbook, sheet1row246, rawE/J retained.
AC9E1LY13 · selected partial opportunity
spell one- and two-syllable words with common letter patterns Official workbook, sheet1row249, rawE/J retained.
AC9E1LY14 · selected partial opportunity
read and write an increasing number of high-frequency words Official workbook, sheet1row251, rawE/J retained.
AC9E1LY15 · wider year context, not claimed complete
recognise and know how to use grammatical morphemes to create word families Official workbook, sheet1row253, rawE/J retained.
Practical mappings and limits
LA01/LY02: Day 48 actual willing asking/responding; private rehearsal is useful preparation, not actual interaction. LA02/LY03: Day 46 information/opinion/story feature comparison and child owned preference. LA03/LA05/LY01: Days41–42, 46 topic/title or headings/purpose, actual visible resource links; paper/no-device alternative retains structure, not browser-use evidence. LA06/LA07/LA09/LA10/LY06: Days44, 49 actual complete state/event sentences/topic details, reread/keep/change and punctuation; adult spelling/marking named. LA08: Day 43 label/sentence/diagram comparison, exact description access attributed. LE02/LE03: R1 character/setting/problem and optional response/connection; no compulsory personal disclosure. Original story alone does not cover LE01 diverse/authentic/First Nations literature breadth. LY04/LY09/LY10/LY11/LY13/LY14: every day actual matched short-vowel/cumulative sh/ch/st/nd and optional taughtck; isolated sound manipulation, decoding, meaning, dictation/familiar-word teaching separately. Long-vowel/two-syllable/HF breadth/morphemes remain wider-school work. LY07: Day 48 actual oral report opening/detail/closing; voice only if actually used, actual gesture/volume/pace not inferred from a card. LY08: offered comfortable local unjoined letter formation actually observed; scribe/typing cannot prove physical handwriting.
Queensland criteria/conditions
Modified from Year 1 alignment, whole standard elaborations and Years 1–2 conditions, © State of Queensland (QCAA) 2023, licensed under CC BY 4.0 subject to item exceptions. Current full indexed text read 8 October 2026. Original component keys use source meaning, child composition, actual code and actual delivery separately. WW, working with the achievement standard belongs to whole taught folio judgement, not a percentage from these eight public sources. Suggested up to 50 words or 45 seconds are no required minimum or speed score. Components may span sittings; supports named; task purpose preserved. Excluded glossary/footnoted definitions not reproduced.
Calendar
Official2027 future dates: Term 1 27 January–25 March9 weeks; Term 2 12 April–25 June11 weeks. Resource9–10 may bridge terms. Content-root term1 is legacy storage/grid context, not official 10 week calendar. Actual school sequence/access/folio needs local review.