New South Wales Curriculum - Stage 3

Objective A
Objective B
Objective C
Objective D
Objective E

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to communicate through speaking, listening, reading, writing, viewing and representing


Speaking and Listening 1

Outcome: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)


  • understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)


Understand and apply knowledge of language forms and features

  • use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Respond to and compose texts

  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1700, ACELY1710)

  • use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

  • use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

  • participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)


Writing and Representing 1

Outcome: A student composes, edits and presents well-structured and coherent texts


Content Description:

Related Ziptales Activities:

Students: Engage personally with texts

  • experiment and use aspects of composing that enhance learning and enjoyment

Develop and apply contextual knowledge

  • identify and explore underlying themes and central storylines in imaginative texts
  • explore and analyse the effectiveness of informative and persuasive devices in texts
  • understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language

Understand and apply knowledge of language forms and features

  • plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)
  • Use the modules in Write Time to assist with planning and drafting imaginative, informative and persuasive texts (Extending Literacy)
  • Use Reading Library or Advanced Library stories to springboard ideas for text creation e.g. Forgotten Pharaoh (Adventure)
    • An imaginative text about an adventure inside a tomb.
    • An informative text about Ancient Egypt.
    • An explanation text about how pyramids are built.
    • A persuasive text about paranormal beliefs, credible or a load of nonsense? (Extending Literacy)

  • understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration

  • understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
  • Use the Reading Library story The Twelve Labours of Hercules (Myths & Legends) to demonstrate examples of key words being omitted or replaced to create cohesion within a text (Extending Literacy)

  • investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Respond to and compose texts

  • present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

  • create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

  • experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
  • View the How to write poetry digital documentary in Write Time to springboard the creation of original poetry using imagery and metaphor (Extending Literacy)

  • reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)

  • develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706, ACELY1716)
  • Handwriting skills can be developed and refined via the student worksheets that complement all Reading Library stories and Rhyme Time poems (Extending Literacy)

  • use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)


Reading and Viewing

Outcome: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Understand and apply knowledge of language forms and features

  • compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

  • analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)

  • understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

  • identify the impact of first-person and third-person narration on the reader/viewer

  • recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases

  • recognise evaluative language, including emotive language and modality

  • understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

  • identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

  • recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups

  • explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511)

Respond to, read and view texts

  • select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

  • navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

  • interpret picture books, comic strips and sequences of digital images which do not contain written text

  • use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713)


Spelling

Outcome: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand how accurate spelling supports the reader to read fluently and interpret written text with clarity

Understand and apply knowledge of language forms and features

  • understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1513, ACELA1514, ACELA1526)
  • Study relevant Spelling modules in Skill Builder and complete associated worksheets to develop knowledge of:
    • base words e.g. Module #11 - Time Travel – Tense Endings & Module #14 - The problem of ‘y’ endings
    • prefixes and suffixes – Module #15 The twins ‘able and ‘ible’ & Module #17 - Disappearing Letters Module #21 - Awkward Endings
    • word origins – Module #11 – Time Travel - Tense Endings
    • letter patterns – Module #5 - Double Trouble & Module #6 - Double Headers
    • spelling generalisations – Module #16 - The famous case of ‘i’ before ‘e’
    • Latin and Greek roots e.g. Module #12 - What Goes Before - prefixes & Module #26 - Silent Initial Letters
    • less common plurals e.g. Module #10 - Weird Plurals (Extending Literacy)

  • understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Respond to and compose texts

  • recognise most misspelt words in their own writing and use a variety of resources for correction
  • integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when composing imaginative and other texts
  • use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts

Objective B

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to use language to shape and make meaning according to purpose, audience and context


Responding and Composing

Outcome: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts
  • Use students’ own texts generated from the Write Time worksheets to identify and discuss how they have been structured to achieve their purpose (Extending Literacy)

Understand and apply knowledge of language forms and features

  • identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

  • identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer

  • investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

  • analyse strategies authors use to influence readers (ACELY1801)

  • understand the uses of objective and subjective language and bias (ACELA1517)

Respond to and compose texts

  • compose more complex texts using a variety of forms appropriate to purpose and audience
  • identify and use a variety of strategies to present information and opinions across a range of texts
  • Use the Write Time modules to provide opportunities for students to compose more complex texts using a variety of forms appropriate to purpose and audience and identify and use a variety of strategies to present information and opinions across a range of texts (Extending Literacy)


Grammar, punctuation and vocabulary

Outcome: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies


Content Description:

Related Ziptales Activities:

Students: Develop and apply contextual knowledge

  • understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

Understand and apply knowledge of language forms and features

  • identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

  • understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

  • experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation

  • understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

  • understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

  • show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

  • understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

  • understand the uses of commas to separate clauses (ACELA1521)

Understand and apply knowledge of vocabulary

  • understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

  • investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Respond to and compose texts

  • select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience

  • experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
  • use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts
  • use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts

Objective C

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to think in ways that are imaginative, creative, interpretive and critical


Thinking imaginatively, creatively, interpretively and critically

Outcome: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts


Content Description:

Related Ziptales Activities:

Students:Engage personally with texts

  • recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning
  • interpret events, situations and characters in texts
  • think critically about aspects of texts such as ideas and events

Develop and apply contextual knowledge

  • identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)
  • compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest

Understand and apply knowledge of language forms and features

  • understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

  • identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Respond to and compose texts

  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1612, ACELT1618)
  • Select a setting, character and plot in Story Machine to create an imaginative text using a variety of literary devices (e.g. figurative language) and present the text in digital animation format (Extending Literacy)
  • Create a digital photo story based on a particular historical event like the ones in Children in History (Extending Literacy)

  • adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events

  • analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Objective D

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to express themselves and their relationships with others and their world


Expressing themselves

Outcome: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts


Content Description:

Related Ziptales Activities:

Students: Engage personally with texts

  • recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Develop and apply contextual knowledge

  • make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

  • understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

  • identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Understand and apply knowledge of language forms and features

  • recognise how the use of language and visual features can depict cultural assumptions in texts

Respond to and compose texts

  • clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view (ACELY1699)
  • compose a variety of texts, eg poetry, that reflect their understanding of the world around them

Objective E

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to learn and reflect on their learning through their study of English


Reflecting on learning

Outcome: A student recognises, reflects on and assesses their strengths as a learner


Content Description:

Related Ziptales Activities:

Students:Develop and apply contextual knowledge

  • reflect on own learning achievements against specific criteria
  • Use the Fill the Gaps and Multiple Choice activities at the end of the Reading Library and Advanced Library genre stories for students to reflect on their own reading comprehension achievements (Extending Literacy)

Understand and apply knowledge of language forms and features

  • discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts
  • Use the Reading Library imaginative texts, Make and Do instructional texts, Rhyme Time poems and Write Time informative texts to develop an appreciation of how a reader or viewer can enjoy a range of literary experiences through texts (Extending Literacy)

Respond to and compose texts

  • formulate questions for specific purposes, eg to clarify and reflect
  • discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal


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