# Complete Year4 national reference Core curriculum wording belongs to ACARA. All selected records were compared to complete original workbook cells by removing HTML tags, decoding entities and normalising whitespace. Illustrations do not establish teaching coverage or culturally owned reuse permission. ## ENGENGY4 · row497 The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . 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 4, students interact with audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work. 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. Literary texts that support and extend students in Year 4 as independent readers may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. Year 4 students create a range of imaginative, informative and persuasive types of texts that may include narratives, performances, reports, reviews, poetry and arguments for particular purposes and audiences. ## AC9E4LA01 · row500 explore language used to develop relationships in formal and informal situations ## AC9E4LA01_E1 · row501 recognising that language is adjusted in different contexts; for example, in degree of formality when moving between group discussions and presenting a group report ## AC9E4LA01_E2 · row502 understanding how age, expertise and familiarity influence the ways in which people interact and how these codes and conventions vary across cultures ## AC9E4LA01_E3 · row503 recognising the importance of using inclusive language ## AC9E4LA01_E4 · row504 exploring cultural respects for First Nations Australian Elders, and greeting conventions between First Nations Australians ## AC9E4LA02 · row505 identify the subjective language of opinion and feeling, and the objective language of factual reporting ## AC9E4LA02_E1 · row506 identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded” ## AC9E4LA02_E2 · row507 comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.” ## AC9E4LA03 · row509 identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes ## AC9E4LA03_E1 · row510 identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose ## AC9E4LA03_E2 · row511 understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports ## AC9E4LA03_E3 · row512 recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life ## AC9E4LA03_E4 · row513 recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose ## AC9E4LA04 · row514 identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas ## AC9E4LA04_E1 · row515 recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things ## AC9E4LA04_E2 · row516 recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition” ## AC9E4LA04_E3 · row517 recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally” ## AC9E4LA05 · row518 identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout ## AC9E4LA05_E1 · row519 investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose ## AC9E4LA05_E2 · row520 comparing the features of texts on similar topics online ## AC9E4LA06 · row522 understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality ## AC9E4LA06_E1 · row523 creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.” ## AC9E4LA06_E2 · row524 creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.” ## AC9E4LA07 · row525 investigate how quoted (direct) and reported (indirect) speech are used ## AC9E4LA07_E1 · row526 investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts ## AC9E4LA08 · row527 understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity ## AC9E4LA08_E1 · row528 investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).” ## AC9E4LA09 · row529 understand past, present and future tenses and their impact on meaning in a sentence ## AC9E4LA09_E1 · row530 understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense ## AC9E4LA09_E2 · row531 identifying the tense in texts they read ## AC9E4LA10 · row532 explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts ## AC9E4LA10_E1 · row533 examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response ## AC9E4LA11 · row534 expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources ## AC9E4LA11_E1 · row535 building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces ## AC9E4LA11_E2 · row536 determining or clarifying the shades of meaning of synonyms and antonyms ## AC9E4LA11_E3 · row537 using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers ## AC9E4LA12 · row538 understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation ## AC9E4LA12_E1 · row539 identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts ## AC9E4LA12_E2 · row540 using punctuated dialogue in own writing ## AC9E4LE01 · row543 recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors ## AC9E4LE01_E1 · row544 comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors ## AC9E4LE01_E2 · row545 commenting on how literary texts set in different time periods present ideas about nature ## AC9E4LE01_E3 · row546 discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors ## AC9E4LE01_E4 · row547 recognising similar storylines and ideas in literature by First Nations Australian authors ## AC9E4LE02 · row549 describe the effects of text structures and language features in literary texts when responding to and sharing opinions ## AC9E4LE02_E1 · row550 sharing and discussing understanding of the effects of literary techniques on their appreciation of texts ## AC9E4LE02_E2 · row551 sharing responses to texts using appropriate language to talk specifically about grammar and literature; for example, “The use of the noun groups to describe the character really helps to create images for the reader.” ## AC9E4LE02_E3 · row552 using language appropriate to a text such as “flashback”, “tension” and “resolution” when sharing opinions about plot structure ## AC9E4LE03 · row554 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions ## AC9E4LE03_E1 · row555 examining an author’s choice of language to describe a character’s appearance, behaviour and speech ## AC9E4LE03_E2 · row556 discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities ## AC9E4LE03_E3 · row557 identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences ## AC9E4LE03_E4 · row558 identifying how illustrations contribute to the meaning of stories by First Nations Australian authors ## AC9E4LE04 · row559 examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning ## AC9E4LE04_E1 · row560 defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness ## AC9E4LE04_E2 · row561 discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life ## AC9E4LE04_E3 · row562 exploring emotive language in texts by First Nations Australian poets and authors ## AC9E4LE05 · row564 create and edit literary texts by developing storylines, characters and settings ## AC9E4LE05_E1 · row565 creating texts using a range of sentence types, including dialogue and literary devices ## AC9E4LE05_E2 · row566 collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings ## AC9E4LY01 · row569 compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events ## AC9E4LY01_E1 · row570 viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events ## AC9E4LY01_E2 · row571 comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology ## AC9E4LY02 · row573 listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information ## AC9E4LY02_E1 · row574 making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required ## AC9E4LY02_E2 · row575 developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently ## AC9E4LY03 · row577 identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ## AC9E4LY03_E1 · row578 identifying how authors use language to create imaginary worlds ## AC9E4LY03_E2 · row579 identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts ## AC9E4LY03_E3 · row580 identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic ## AC9E4LY04 · row581 read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed ## AC9E4LY04_E1 · row582 reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features ## AC9E4LY05 · row583 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts ## AC9E4LY05_E1 · row584 making connections between information in print, images and sound ## AC9E4LY05_E2 · row585 reading or listening for key topic-specific vocabulary words to build understanding ## AC9E4LY05_E3 · row586 reading or listening to interpret the main idea and supporting ideas ## AC9E4LY05_E4 · row587 identifying evidence and reasoning used by authors to support points or arguments ## AC9E4LY05_E5 · row588 applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking ## AC9E4LY05_E6 · row589 connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators ## AC9E4LY05_E7 · row590 evaluating an author’s use of evidence to support arguments ## AC9E4LY06 · row592 plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation ## AC9E4LY06_E1 · row593 using research to gather ideas for writing and integrating information from a range of sources which may include those found online ## AC9E4LY06_E2 · row594 selecting text structure and planning how to group ideas into paragraphs to sequence content ## AC9E4LY06_E3 · row595 using topic-specific, precise and varied vocabulary ## AC9E4LY06_E4 · row596 using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose ## AC9E4LY06_E5 · row597 revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text ## AC9E4LY07 · row598 plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume ## AC9E4LY07_E1 · row599 reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims ## AC9E4LY07_E2 · row600 exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts ## AC9E4LY07_E3 · row601 choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately ## AC9E4LY07_E4 · row602 rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience ## AC9E4LY08 · row603 write words using clearly formed joined letters, with developing fluency and automaticity ## AC9E4LY09 · row605 understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes ## AC9E4LY09_E1 · row606 recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal” ## AC9E4LY09_E2 · row607 using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful” ## AC9E4LY10 · row608 understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words ## AC9E4LY10_E1 · row609 applying generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries” ## AC9E4LY10_E2 · row610 building morphemic word families and exploring word origins; for example, "tricycle", "tripod" and "triangle" ## AC9E4LY11 · row611 read and write high-frequency words including homophones and know how to use context to identify correct spelling ## AC9E4LY11_E1 · row612 recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.” ## achievement_standard · row35 By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge. Original teaching text and vector art: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum retains ACARA rights; linked sources keep their own terms. No authority endorsement.