Oz-e-English Writing (Language)

Unit 1: Narrative-Foundation Year

Teaching resources

  • Teaching Guide 
  • Student Workbook 
  • Final Assessment 
  • Student Songbook 
Oz-e-English: Writing (Language) Foundation Year is an English language strand unit for Foundation Year students.
It aligns to the Australian Curriculum 8.4: Language Content Strands:
  • Text structure and organisation: Understand that punctuation is a feature of written text different from letters, recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432).
  • Expressing and developing ideas: Recognise that sentences are key units for expressing ideas (ACELA1435). 
  • Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
  • Phonics and word knowledge: Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439).
  • Know how to read and write some high frequency words and other familiar words (ACELA1817).
Note: Information on this page is subject to change as this program is currently being updated to align with version 9.0 of the Australian Curriculum. GGSA will release an updated version in early 2023.

Success criteria
  • Understand their texts can reflect their own experiences.
  • Identify and describe likes and dislikes about familiar texts, objects, characters and events.
  • Communicate clearly in informal group and whole-class settings.
  • Retell events and experiences with peers and known adults.
  • Identify and use rhyme, and orally blend and segment sounds in words.
  • Use familiar words and phrases and images to convey ideas when writing.
  • Show evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops.
  • Form known upper and lower case letters correctly.
  • Learning objectives
    In Lessons 1 to 10, students learn to:
    • Say, make, trace and write a sentence about me.
    • Say, make, trace and write a sentence about us.
    • Say, make, trace and write a sentence about a  character.
    Progress test
    Progress tests are conducted after Lesson 5. They allow teachers to monitor student understanding of the concepts taught over the past five lessons and to identify where reteaching is needed. The Teaching Guide contains the progress test script and there is a handout for students to write their answers on.

    End-of-unit assessment
    Week 10 is the End-of-Unit Assessment, which has the same variety of question formats as the progress tests (e.g. multiple choice, filling in blanks/punctuation, editing, constructing and improving sentences) to assess student mastery of sentence level writing development from the unit. The Teaching Guide contains the testing questions and the end-of-unit assessment handout for students to write their answers on.

    Lesson 1 of 10

    Oz-e-English: Writing (Language) F–6

    Unit 1: Narrative – Foundation Year  

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    Teaching Resources

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    Lesson objectives

    In this lesson, students will learn to:  
    • Day 1: say and make a sentence.
    • Day 2: make and trace a sentence.
    • Day 3: trace and write a sentence.
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    • Year F.
    • Recognise how capital letters are used for names and how full stops and capital letters serve as sentence starters and sentence finishers, and that punctuation is a component of written text that is distinct from letters (ACELA1432).
    • Understand that sentences are essential building blocks for conveying ideas (ACELA1435).
    • Understand that meaning is conveyed through words and word groups in texts (ACELA1434).
    • Recognise and create rhymes in spoken words, as well as patterns of alliteration, syllables, and sounds (phonemes) (ACELA1439).
    • Understand how to read and write a few high-frequency words as well as other common words (ACELA1817).
    • Reviews. 
    Oz-e-English: Writing 
    Year 4

    Lesson objective

    Success criteria

    I do

    We do

    You do

    Edit: peer feedback

    Effective feedback


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