Curriculum opportunities and limitsYear 2 English · T2 W11–12 · References / Curriculum

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Twenty-seven whole meanings and selected opportunities

This selected sequence does not establish whole-year coverage, independent gains or actual classroom/native-print/AT validation. QCAA alignment, task conditions and SE were checked during proposal review on 12 October 2026. Retained national data is not a newly downloaded reissue.

AC9E2LA01

investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

Selected opportunity: Days51–54/56–59 ordinary directions and role language

Precise limit: Conditional actual interaction: record willing partners' real turns, context and wording; a paper line is related meaning only.

Retained locator: xl/worksheets/sheet1.xml row 259

AC9E2LA02

explore how language can be used for appreciating texts and providing reasons for preferences

Selected opportunity: Days56–57, Bfirst/later components3, N11/N15

Precise limit: Own source-reason preference; accept disagreement/dislike, not an imposed emotion.

Retained locator: xl/worksheets/sheet1.xml row 263

AC9E2LA03

identify how texts across the curriculum are organised differently and use language features depending on purposes

Selected opportunity: O01/O02/O03/O05, Cfirst/later3

Precise limit: Selected procedure/narrative/information organisation; not every curriculum text form.

Retained locator: xl/worksheets/sheet1.xml row 268

AC9E2LA04

understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

Selected opportunity: Day53 O06, Dfirst/later2, N26/N30

Precise limit: Clear referent while preserving intended move; not whole omission/possessive-pronoun coverage.

Retained locator: xl/worksheets/sheet1.xml row 272

AC9E2LA05

navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links

Selected opportunity: O05, Alater, X05

Precise limit: Contents/page-route meaning and conditional actual route use; not all chapter/index/menu forms.

Retained locator: xl/worksheets/sheet1.xml row 278

AC9E2LA06

understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

Selected opportunity: Day58 O07, Dfirst/later3, N27/N31

Precise limit: Two retained independent clauses and a fitting coordinator; coordinated commands are not this chosen proof.

Retained locator: xl/worksheets/sheet1.xml row 282

AC9E2LA07

understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

Selected opportunity: Days53/58/59 useful noun/verb wording; O06/O07; D2

Precise limit: A specific word/group choice keeps intended meaning; longer text is not inherently better.

Retained locator: xl/worksheets/sheet1.xml row 284

AC9E2LA08

understand that images add to or multiply the meanings of a text

Selected opportunity: Day54, A3, source art/full alternatives20

Precise limit: One meaningful image relation, preserved in complete no-image route; decoration can be preferred without adding instruction.

Retained locator: xl/worksheets/sheet1.xml row 289

AC9E2LA09

experiment with and begin to make conscious choices of vocabulary to suit the topic

Selected opportunity: Useful topic words across guide/story drafting

Precise limit: Actual vocabulary selection/revision; no claim all topic vocabulary acquired.

Retained locator: xl/worksheets/sheet1.xml row 292

AC9E2LA10

recognise that capital letters are used in titles and commas are used to separate items in lists

Selected opportunity: C08 ordinary title/list, O03, selected own titles

Precise limit: Title capitals/list commas when actually offered; no universal capitalise-every-word rule.

Retained locator: xl/worksheets/sheet1.xml row 297

AC9E2LE01

discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Selected opportunity: Required year gap

Precise limit: Original toy-town fiction does not supply literature from First Nations Australian and wide-ranging Australian/world authors. Select actual appropriate literature/permissions/community authority; do not fabricate it.

Retained locator: xl/worksheets/sheet1.xml row 302

AC9E2LE02

identify features of literary texts, such as characters and settings, and give reasons for personal preferences

Selected opportunity: O02, B components1/3, Days56–57

Precise limit: Characters/settings and source-reason preference in original fiction, not annual range.

Retained locator: xl/worksheets/sheet1.xml row 307

AC9E2LE03

discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

Selected opportunity: O02, B components2, N10/N14

Precise limit: Selected language/setting effect; varied legitimate literary range remains needed.

Retained locator: xl/worksheets/sheet1.xml row 311

AC9E2LE04

identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs

Selected opportunity: O04/X08

Precise limit: Hear/mark/reproduce/adapt original repeated words/rhythm if wanted; no imported tune or home-language poem claim.

Retained locator: xl/worksheets/sheet1.xml row 315

AC9E2LE05

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

Selected opportunity: Day57, B4, X06/X08

Precise limit: Own connected adaptation of familiar original structure/language through chosen mode; actual performance separate.

Retained locator: xl/worksheets/sheet1.xml row 318

AC9E2LY01

identify how similar topics and information are presented in different types of texts

Selected opportunity: Cfirst/later, O01/O02/O03 comparison, X07

Precise limit: Complete same-topic texts with shared detail and difference; not all forms/topics.

Retained locator: xl/worksheets/sheet1.xml row 323

AC9E2LY02

use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

Selected opportunity: Days51–54/56–59 guide/story discussion

Precise limit: Conditional actual listening/instructions/opinion exchange, documented as seen/heard; worksheet alone does not establish interaction.

Retained locator: xl/worksheets/sheet1.xml row 327

AC9E2LY03

identify the purpose and audience of imaginative, informative and persuasive texts

Selected opportunity: A1/C1, N01/N05/N17/N21

Precise limit: Specific purpose and plausible reader clues; imaginative/informative selected opportunities, persuasive breadth remains open.

Retained locator: xl/worksheets/sheet1.xml row 333

AC9E2LY04

read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

Selected opportunity: PRINT-ACCESS conditional retrieval

Precise limit: Actual matched independent reading/phrasing/rereading recorded; adult-read rich sources provide meaning access only.

Retained locator: xl/worksheets/sheet1.xml row 336

AC9E2LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

Selected opportunity: Full ordinary/held sources and separate clues

Precise limit: Source-bound meaning, inference, checking/connecting/summarising opportunities; supplied answers are not learner comprehension.

Retained locator: xl/worksheets/sheet1.xml row 339

AC9E2LY06

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

Selected opportunity: Own guide/story/caption, C4/D1/D4, Days51–59

Precise limit: Purposeful short creation/edit across modes; spelling, handwriting and independent reading cannot be inferred from scribing.

Retained locator: xl/worksheets/sheet1.xml row 348

AC9E2LY07

create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

Selected opportunity: Optional actual X10/Day60 familiar-audience presentation

Precise limit: Create/rehearse/deliver and chosen features of voice recorded only if actually offered/performed; private/silent work has related value, not spoken delivery evidence.

Retained locator: xl/worksheets/sheet1.xml row 355

AC9E2LY08

write words legibly and with growing fluency using unjoined upper-case and lower-case letters

Selected opportunity: Separate PRINT-ACCESS handwriting offer

Precise limit: Locally taught unjoined upper/lower models and actual own handwriting; copying and adult marks separately named.

Retained locator: xl/worksheets/sheet1.xml row 359

AC9E2LY09

manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

Selected opportunity: Retained boat/coat and rope/hope conditional substitution, P1/P2

Precise limit: Retrieval at actual taught point; no new phoneme account or whole manipulation coverage.

Retained locator: xl/worksheets/sheet1.xml row 362

AC9E2LY10

use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words

Selected opportunity: Retained oa/o-e and complete token checks

Precise limit: Conditional matched correspondence/cluster/familiar-word exposure; not all silent letters/vowel patterns/compound words.

Retained locator: xl/worksheets/sheet1.xml row 365

AC9E2LY11

use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words

Selected opportunity: Retained whole token/familiar-word declarations

Precise limit: Actual school-taught forms and context; no score from a rich story read by an adult.

Retained locator: xl/worksheets/sheet1.xml row 369

AC9E2LY12

build morphemic word families using knowledge of prefixes and suffixes

Selected opportunity: Retained vote/votes/voting ordinary meaning/morpheme example

Precise limit: Dated exposed retrieval; no complete prefix/suffix family breadth or independently read inflection assumption.

Retained locator: xl/worksheets/sheet1.xml row 372

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