ENGLISH

Teaching and Learning Exemplar

Year 6

DRAFT | English | Year 6 | Teaching and Learning Exemplar 1

Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices
are on Whadjuk Noongar boodjar and that we deliver our services on the country of many traditional
custodians and language groups throughout Western Australia. The Authority acknowledges the
traditional custodians throughout Western Australia and their continuing connection to land, waters
and community. We offer our respect to Elders past and present.

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© School Curriculum and Standards Authority, 2020

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Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative
Commons Attribution 4.0 International (CC BY) licence.

Disclaimer

Any third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of
example only. The School Curriculum and Standards Authority does not endorse any third party materials, nor are such materials
considered mandatory. Schools must exercise their professional judgement as to the appropriateness of any third party materials they may
wish to use.

Cover image from: monkeybusinessimages. (2012). [Stock photograph ID: 177327612]. Retrieved May, 2021, from
https://www.istockphoto.com/
Cover image from: Doodglebug. (n.d.). Paper [Photograph]. Retrieved May, 2021, from
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2020/41453v4
Contents
Background....................................................................................................................................1
Teaching.............................................................................................................................................1
Assessing............................................................................................................................................1
Reflecting...........................................................................................................................................2
Catering for diversity..........................................................................................................................2
The general capabilities and cross-curriculum priorities....................................................................3
English............................................................................................................................................4
Diagram 1 – How to read the teaching and learning exemplar..........................................................4
Ways of teaching................................................................................................................................5
Ways of assessing...............................................................................................................................6
Year level description.........................................................................................................................7
Year 6 Achievement Standard............................................................................................................8
English curriculum text information diagram.....................................................................................9
Term 1..........................................................................................................................................11
Term 2..........................................................................................................................................40
Term 3..........................................................................................................................................63
Term 4..........................................................................................................................................87
Appendix A: Resources...............................................................................................................109
Example Reading journal................................................................................................................118
Part 1: The Amazing Spencer Gray.................................................................................................123
Interview with Mulga Bill................................................................................................................129
Appendix B: Assessment Exemplar 1...........................................................................................133
Appendix C: Assessment Exemplar 2...........................................................................................157
Acknowledgements....................................................................................................................172

2020/41453v4
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority (the Authority) as part of the School Education Act Employees (Teachers and
Administrators) General Agreement 2017 (Clause 61.1–61.3).

The Western Australian Curriculum and Assessment Outline (the Outline –

https://k10outline.scsa.wa.edu.au/) sets out the mandated curriculum, guiding principles for
teaching, learning and assessment, and support for teachers in their assessment and reporting of
student achievement. The Outline recognises that all students in Australian schools, or international
schools implementing the Western Australian curriculum, are entitled to be given access to the eight
learning areas described in the Alice Springs (Mparntwe) Education Declaration, December 2019.

This English exemplar for Year 6 articulates the content in the Outline and approaches to teaching,
learning and assessment reflective of the Principles of Teaching, Learning and Assessment. This
exemplar presents planning for eight weeks of teaching and learning for each of the four terms, with
a time allocation of six hours per week. The planning includes suggested assessment points.

Teaching

The year-level syllabuses for each learning area deliver a sequential and age-appropriate progression
of learning and have the following key elements:
 a year-level description that provides an overview of the context for teaching and learning in the
year
 a series of content descriptions, populated through strands and sub-strands, that sets out the
knowledge, understanding and skills that teachers are expected to teach and students are
expected to learn
 an achievement standard that describes an expected level that the majority of students are
achieving by the end of a given year of schooling. An achievement standard describes the quality
of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that
indicate the student is well-placed to commence the learning required in the next year.

Assessing

Assessment, both formative and summative, is an integral part of teaching and learning. Assessment
should arise naturally out of the learning experiences provided to students. In addition, assessment
should provide regular opportunities for teachers to reflect on student achievement and progress. As
part of the support it provides for teachers, this exemplar includes suggested assessment points. It is
the teacher’s role to consider the contexts of their classroom and students, the range of assessments
required, and the sampling of content selected to allow their students the opportunity to
demonstrate achievement in relation to the year-level achievement standard. Teachers are best
placed to make decisions about whether the suggested assessment points are used as formative or
summative assessment and/or for moderation purposes.

Draft | English | Year 6 | Teaching and Learning Exemplar 1

Reflecting

Reflective practice involves a cyclic process during which teachers continually review the effects of
their teaching and make appropriate adjustments to their planning. The cycle involves planning,
teaching, observing, reflecting and replanning. Throughout this cycle, teachers adjust their plans as
they work with their students to maximise learning throughout the year. As such, a long-term set of
tightly planned lessons is not conducive to reflective practice.

This exemplar supports reflective practice and provides flexibility for teachers in their planning. The
exemplar shows how content can be combined and revisited throughout the year. Teachers will
choose to expand or contract the amount of time spent on developing the required understandings
and skills according to their reflective processes and professional judgements about their students’
evolving learning needs.

Catering for diversity

This exemplar provides a suggested approach for the delivery of the curriculum and reflects the
rationale, aims and content structure of the learning area. When planning the learning experiences,
consideration has been given to ensuring that they are inclusive and can be used in, or adapted for,
individual circumstances. It is the classroom teacher who is best placed to consider and respond to
(accommodate) the diversity of their students. Reflecting on the learning experiences offered in this
exemplar will enable teachers to make appropriate adjustments (where applicable) to better cater
for students’ gender, personal interests, achievement levels, socio-economic, cultural and language
backgrounds, experiences and local area contexts.

At any point, teachers can adjust the:

 timing of the lessons, e.g. allowing more time where required, or changing when content is
taught to fit local or cultural celebrations, such as NAIDOC Week
 scheduling of assessments to allow for further consolidation of teaching and learning, or to
accommodate students’ participation in personal or cultural events, such as Ramadan
 mode of delivery, e.g. allowing students to present an oral report rather than a written one, or
contributing to a digital blog instead of a written journal
 setting of the lessons, e.g. using library time to teach research skills, going on an excursion to see
a performance or using an assembly to practice presentation skills
 opportunities to engage with the content descriptions, e.g. consolidating interaction skills or
writing content within the framework of another learning area or engaging with a picture book
that complements historical information being studied in Humanities and Social Sciences
 ways students work, e.g. students supporting each other in mixed ability groups or teachers
forming ability groups for targeted support
 delivery of the content descriptions to make it more engaging, challenging or appropriate,
e.g. using a text that is culturally significant or providing texts at different levels of complexity
 teaching strategies used, e.g. building up to collaborative group structures by engaging in
partner work first or changing a collaborative group lesson to an explicit lesson
 content descriptions, skills or modes of learning for individuals with formal or informal learning
adjustments.

Draft | English | Year 6 | Teaching and Learning Exemplar 2

The general capabilities and cross-curriculum priorities

The Outline incorporates seven general capabilities and three cross-curriculum priorities that can be
utilised to connect learning across the eight learning areas.

The general capabilities and cross-curriculum priorities encompass the knowledge, skills, behaviours
and dispositions that will assist students to live and work successfully in the 21st century. Teachers
may find opportunities to incorporate the capabilities and priorities into their teaching and learning
programs.

The full description and exemplification of the general capabilities can be found on the Authority
website
https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-capabilities-
overview/general-capabilities-in-the-australian-curriculum.

The full description and exemplification of the cross-curriculum priorities can be found on the
Authority website
https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/cross-curriculum-
priorities.

Draft | English | Year 6 | Teaching and Learning Exemplar 3

English
The Western Australian Curriculum: English celebrates the English language in all its variations so
that students can appreciate, enjoy, listen to, read, view, speak, write and create increasingly
complicated and sophisticated spoken, written and multimodal texts.

Diagram 1 – How to read the teaching and learning exemplar

1 2 3

2a

2b

2c

2d

1. The Western Australian curriculum is the mandated curriculum content to be taught from the
Outline. A selection of English content descriptions, which are relevant to the learning
experiences exemplified, are organised under the strands, Language, Literature and Literacy.
2. Teaching and learning intentions may provide additional information and/or examples to assist
with the interpretation of curriculum content.
a. Text provides information about text type and student engagement which is used to support
the teaching and learning for that week. The information is taken from the English curriculum
text information diagram and provides additional information regarding text structure,
subject matter and language features to support teachers when selecting texts pitched at the
appropriate level for Year 6.
b. Focus questions scaffold the teaching and learning and are integral to the learning
experiences.
c. Support notes assist teachers to unpack the content descriptions and support teaching and
learning experiences.
d. Suggested assessment points provide opportunities to monitor student progress and to
facilitate teacher planning.

Draft | English | Year 6 | Teaching and Learning Exemplar 4

3. Learning experiences describe the interaction and activities that take place to facilitate learning.
They illustrate and exemplify how the content descriptions have been planned and taught in an
interrelated way and in the context of the selected text.

Ways of teaching

This Year 6 exemplar provides a suggested approach to planning for the delivery of the English
curriculum. This approach exemplifies the interrelation of the three strands of English Language,
Literacy, and Literature to ensure a focus on developing students’ knowledge, understanding and
skills across the modes (as represented in the achievement standard) in reading, viewing, writing and
creating, speaking and listening.

Texts, in their spoken, written and multimodal forms, are central to the English curriculum, and have
therefore been used to time, sequence and interrelate the content descriptions. To support this, the
English Curriculum Text Information diagram is included to provide an overview of the range of texts
to be studied, their complexity and key features, and student engagement with those texts. This
diagram has been developed using information provided in the Year Level Description and Content
descriptions for Year 6 English.

The timing and sequence of this exemplar is one example of how the six hours per week may be
allocated for English, and is not prescriptive. Teachers are best placed to make decisions based on
school and student priorities. Although much of the learning across the ‘units of work’ is sequential
and cumulative, teachers may choose to adjust the planned delivery of each ‘unit’ to suit the learning
needs and context of the students and school priorities.

For the purpose of this exemplar, the teaching and learning experiences have been timed and
sequenced based on 4 hours per week. This leaves 2 hours unallocated per week for teachers to plan
for the teaching and learning of alphabet and phonic knowledge, spelling, punctuation and grammar,
and handwriting. A planning template has been included at the start of each term with the relevant
content descriptions and suggested timing.

Where appropriate and relevant, the teaching and learning of punctuation and grammar have been
integrated and contextualised within the learning experiences described in the exemplar. The
additional suggested time outlined above is for the teacher to focus on a particular aspect of
grammar or punctuation that may require further teaching or consolidation.

Note: links to electronic resources

This sequence of lessons may utilise electronic web-based resources, such as YouTube videos.
Schools are advised to install advertising blocking software prior to using online material.
Additionally, teachers should be present while an electronic resource is in use and close links
immediately after a resource such as a video has played to prevent default ‘auto play’ of additional
videos. Where resources are referred for home study, they should be uploaded through Connect, or
an equivalent system, that filters advertising content.

Draft | English | Year 6 | Teaching and Learning Exemplar 5

Ways of assessing

The suggested assessment points included in this exemplar alert teachers to only some of the
opportunities to monitor individual student progress and achievement during day-to-day learning
activities. Teachers can decide whether the suggested assessment points are to be used as learning
experiences, formative or summative assessment, or to alternatively, plan and develop their own
assessments. Information collected from these assessments will allow teachers to monitor student
learning and development to inform future planning, provide a focus for feedback to students, or to
support discussions with parents, and provide evidence for reporting in student achievement
requirements. Teachers should consider a range of ways in which evidence of student achievement
will be collected in addition to the examples provided in the exemplar, e.g. observations, anecdotal
notes, marking keys, checklists, video or audio recordings, photographs, annotated work samples.
Examples have been provided in Appendix B and Appendix C.

The suggested assessment points, as well as the summative assessments, reflect the Principles of
Assessment detailed within the Outline. The suggested assessment points demonstrate assessment
of a sampling of the curriculum content and highlight a range of opportunities for students to
demonstrate their knowledge, understandings and skills in relation to the Year Level Achievement
Standard for English.

In addition to the suggested assessment points, Appendix B and Appendix C provide teachers with
assessment exemplars that can be used for both assessment and moderation purposes. Both
assessments provide teachers with the resources, or links to resources, required for students to
complete the assessment, as well as marking in order to ensure teachers make valid and reliable
judgements on student achievement. The teaching and learning exemplar supports the prior learning
required for students to complete the assessments in both Appendix B and Appendix C.

The assessment exemplar in Appendix B, is included in Term 2 as part of a unit of work on junior and
adolescent novels. It provides the opportunity for students to demonstrate their knowledge,
understandings and skills in reading and writing. Two separate marking keys are provided for each
mode and should be assessed independently, e.g. achievement in reading should not be influenced
by a student’s writing skills.

The assessment exemplar in Appendix C, is included in Term 3 as part of a unit of work on short film.
It provides the opportunity for students to demonstrate their knowledge, understandings and skills in
viewing, speaking and listening. Two marking keys are provided to assess each mode separately.

Draft | English | Year 6 | Teaching and Learning Exemplar 6

Year level description

The English curriculum is built around the three interrelated strands of Language, Literature and
Literacy. Teaching and learning programs should balance and integrate all three strands. Together,
the strands focus on developing students' knowledge, understanding and skills in listening, reading,
viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes
developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 5 and 6, students communicate with peers and teachers from other classes and schools,
community members, and individuals and groups, in a range of face-to-face and online/virtual
environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and
evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as
texts designed to inform and persuade. These include various types of media texts, including
newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and
dramatic performances. Students develop their understanding of how texts, including media texts,
are influenced by context, purpose and audience.

The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the
oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary
literature of these two cultural groups, and classic and contemporary world literature, including texts
from and about Asia.

Literary texts that support and extend students in Years 5 and 6 as independent readers describe
complex sequences, a range of non-stereotypical characters and elaborated events, including
flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical
dilemmas within real-world and fantasy settings. Informative texts supply technical and content
information about a wide range of topics of interest, as well as topics being studied in other areas of
the curriculum. Text structures include chapters, headings and subheadings, tables of contents,
indexes and glossaries. Language features include complex sentences, unfamiliar technical
vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts, such as narratives,
procedures, performances, reports, reviews, explanations and discussions.

Draft | English | Year 6 | Teaching and Learning Exemplar 7

Year 6 Achievement Standard

Reading and Viewing

At Standard, students understand how the use of text structures can achieve particular effects. They
analyse and explain how language features, images and vocabulary are used by different authors to
represent ideas, characters and events. Students compare and analyse information in different and
complex texts, explaining literal and implied meaning. They select and use evidence from a text to
explain their response to it.

Writing and Creating

Students understand how language features and language patterns can be used for emphasis. They
show how specific details can be used to support a point of view. They explain how their choices of
language features and images are used. Students create detailed texts elaborating on key ideas for a
range of purposes and audiences. They demonstrate an understanding of grammar, and make
considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate
spelling and punctuation for clarity, and make and explain editorial choices based on criteria.

Speaking and Listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how
language features and language patterns can be used for emphasis. Students show how specific
details can be used to support a point of view. They explain how their choices of language features
and images are used. Students create detailed texts elaborating on key ideas for a range of purposes
and audiences. They make presentations and contribute actively to class and group discussions, using
a variety of strategies for effect.

Draft | English | Year 6 | Teaching and Learning Exemplar 8

English curriculum text information diagram

Enjoy Listen to Speak View Read

Spoken, Written, Multimodal, Media, Film and Digital texts

Text forms Imaginative Informative Persuasive

 junior and early adolescent novels  procedures  reviews
 poetry, such as ballads, limericks, free  reports  discussions
verse  reviews  newspaper (print and digital)
 dramatic performances  explanations  explanations
 narratives  discussions
 newspaper (print and digital)

Text structure  complex sequences  chapters, headings and subheadings,  technical and content information
and subject  a range of non-stereotypical characters table of contents, indexes and  wide range of topics of interest
matter  elaborated events, including flashbacks glossaries  topics being studied in other areas of the
and shifts in time  technical and content information curriculum
 interpersonal relationships  wide range of topics of interest
 ethical dilemmas  topics being studied in other areas of
 real-world and fantasy settings the curriculum
 social, cultural and historical contexts
Audience: peers and teachers from other classes and school community members, and individuals and groups, in a range of face-to-face and online/virtual
environments
Purpose: primary purpose is aesthetic, as well as texts designed to inform and persuade
Language features: complex sentences, unfamiliar technical vocabulary, figurative language, information presented in various types of graphics
Range of literary texts: Australian literature, oral narrative traditions of Aboriginal and Torres Strait Islander Peoples and their contemporary literature,
classic and contemporary world literature, texts from and about Asia
Write Create Interpret Evaluate Present Perform

Draft | English | Year 6 | Teaching and Learning Exemplar 9

Year 6 Overview

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Term 1 Oral discussions Oral narrative traditions of Persuasive review, discussion, Informative review, discussion, newspaper
Aboriginal and Torres Strait newspaper (print and digital) (print and digital)
Islander Peoples

Term 2 Junior and early adolescent novels Persuasive newspaper (print and digital)
Appendix B: Exploring expositions

Term 3 Poetry, dramatic performances Explanation Report hybrid

(informative/imaginative)

Term 4 Narratives – picture books Narratives – short film Persuasive text discussions Procedure
Appendix C: Short film

Draft | English | Year 6 | Teaching and Learning Exemplar 10

TERM 1
Weeks 1–8

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 11

 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers planning notes

Weeks 1–8 Teachers are best placed to make decisions about the timing and organisation of this content;
however, one suggestion has been provided below.
Language  3 x 20 mins spelling
 2 x 10 mins handwriting (or 1 x 20 mins)
 Understand how to use phonic knowledge and accumulated
 2 x 20 mins focus on punctuation and grammar.
understandings about blending, letter-sound relationships,
common and uncommon letter patterns and phonic
generalisations to read and write increasingly complex words
 Understand how to use knowledge of known words, word origins
including some Latin and Greek roots, base words, prefixes,
suffixes, letter patterns and spelling generalisations to spell new
words including technical words
 Understand that cohesive links can be made in texts by omitting
or replacing words
 Understand the uses of commas to separate clauses
 Investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas
 Understand how ideas can be expanded and sharpened through
careful choice of verbs, elaborated tenses and a range of adverb
groups/phrases

Literacy

 Develop a handwriting style that is legible, fluent and automatic

and varies according to audience and purpose

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 12

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 13
 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Week 1 Text Learning experience 1

Language  Informative text: discussions Allow students to choose a close friend to talk to about a
 Text structure and subject matter: technical and topic of choice or a topic being studied in other areas of the
 Understand that strategies for curriculum as a context to reflect on the focus questions
content information, wide range of topics of interest,
interaction become more complex with the class.
topics being studied in other areas of the curriculum
and demanding as levels of formality  Reflecting on the interaction above, interrogate what
 Language features: unfamiliar technical vocabulary,
and social distance increase students know about conversations through a class
information presented in various types of graphics
Literacy  Engagement: listen to, speak, create, present discussion. Have students consider the following.
 What strategies for interaction they used when
 Participate in and contribute to Focus questions talking to their peer?
discussions, clarifying and  How would that change when speaking to someone
Learning experience 1
interrogating ideas, developing and they don’t know as well?
 How does audience, situation and/or context change
supporting arguments, sharing and  How might the conversation between you and your
the way that we interact?
evaluating information, experiences friend change if it was on the telephone?
and opinions Learning experiences 2 and 3  Would different situations affect how they speak,
 Use interaction skills, varying  How do people adjust their speaking and listening e.g. outdoors, formal assembly, in a classroom.
conventions of spoken interactions interactions in large group conversations, e.g. speaking  Would a different topic change the interaction,
such as voice volume, tone, pitch and louder to be heard, not contributing as they lack e.g. discussing a problem?
pace, according to group size, confidence, repeating ideas to clarify, asking questions  Students complete a placemat in a small group to
formality of interactions and needs to find out more? reflect on how the conventions of spoken interactions
and expertise of the audience  What are some important interaction skills that allow vary according to context and audience. The placemat
for successful conversations? can be revisited later to add ideas, or used as a pre- and
post-assessment.
 Reflect and discuss group responses as a class.

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 14

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Support notes Learning experience 2

 Interaction skills may include: Students participate in, and reflect upon the interaction
 varying voice volume, tone and pitch according to skills used in a discussion. Provide a text or topic as a
purpose, audience and degree of formality context or stimulus which encourages an open-ended
 knowing how to share information, develop ideas discussion.
and arguments, and how to express opinions and  Prior to the discussion, choose one or a combination of
acknowledge others. the following to guide student engagement with the
 A range of conversation types and strategies can be text or topic.
found in First Steps Speaking and listening map of  Provide a range of open-ended questions related to
development. the text/topic.
 To support and guide extended conversations guide  Ask students to write their own questions, e.g. I
students to: wonder questions.
 build on others’ ideas by explicit modelling and  Prepare students to make notes and share opinions
positive reinforcement, for example: on the text/topic.
o ‘I like what <name> said and I think he could  Encourage students to make connections with
also add …’ other learning and/or prior knowledge.
o ‘I would like to add to what <name> said …’  Students share ideas as a class. Explain that there are
o ‘That’s right and another point is …’ no right and wrong answers and everyone has a right to
 summarise and extend others’ contributions as a contribute at any time. Moderate and intervene as
way of developing and supporting arguments: necessary.
o ‘So you think … am I right?‘  After the discussion provide students with the following
o ‘I like what <name> said and wonder if she questions to reflect on either orally or in a written
could give an example?’ format.
 direct questions to others and probe for more  What sort of speaking was expected in this

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 15

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

information: situation?
o ‘Do you mean …?’  How did the vocabulary change throughout the
o ‘Am I right in thinking you believe …?’ interaction?
o ‘Can you give me an example?’  How did the volume (tone, pitch, formality)
 To support and encourage further conversation, try to change?
give as much control to the students as possible, but  How did people adjust their speaking in today’s
use strategies to keep the conversation going. discussion?
 ‘I haven’t heard from this side of the room.’  What do people say when they want information
 ‘Can anyone add to that?’ clarified, when they develop arguments, agree,
 ‘What do you think <name>?’ disagree or support others in the group?
 ‘Would anyone like to reply to that?’
Learning experience 3
 ‘Would anyone else like to share their opinion?’
Provide a text for students to read, listen to or view, such
as a short story, film clip or picture book as a context to
reflect on the focus questions with the class.
 Prior to listening/viewing, choose one or a combination
of the following to guide student engagement with the
text.
 Provide a range of open-ended questions related to
the text/topic.
 Ask students to write their own questions, e.g. I
wonder questions.
 Prepare students to make notes and share opinions
on the text/topic.
 Encourage students to make connections with

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 16

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

other learning and/or prior knowledge.

 After listening/viewing, briefly review interaction skills
addressed in the previous learning experience to
support students in completing the next activity, e.g.
how do we include others and build on each others’
ideas?
 In small groups, students share their ideas about the
text/topic with an extended conversation. Supervise
and observe conversations as required.
 Ask a group to volunteer to repeat their conversation in
front of the class. The rest of the class sits in a circle
around them to observe silently and take notes about
the interaction skills, e.g. fishbowl strategy. Scaffold
this with a graphic organiser or focus questions.
 How did the members of the group encourage each
other to join in?
 How did they build on ideas?
 How did they seek clarification?
 How did they develop arguments?
 Have students reflect on what they have learnt this
week. Develop criteria, class charts or use a graffiti
board to list important interaction skills which will
support effective and constructive conversations in the
classroom. Encourage students to be specific. What we
can do to encourage others, how can we seek

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 17

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

information about students’ reading and/or viewing

and clarification, how can we disagree respectfully, how
can we agree and build on other peoples’ ideas.

Learning experience 4

Provide a copy of the text from the previous learning

experiences.
 Students read or view a text a number of times and
retell in their own words.
 Use the text from Learning experience 2 or 3 as a read
and retell. Students provide a written retell of the text
as evidence of reading and writing. Look for:
 main ideas
 supporting details
 sentence structure
 sequencing of ideas
 spelling
 handwriting.

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 1 18

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Week 2 Text Learning experience 1

Language  Informative text: discussions Explore how purpose, situation and audience affects how
 Text structure and subject matter: technical and we speak.
 Understand that strategies for
content information, wide range of topics of interest,
interaction become more complex  Provide definitions for terms, such as volume, tone,
topics being studied in other areas of the curriculum
and demanding as levels of formality pitch, pace and formality though a glossary, in a word
 Language features: unfamiliar technical vocabulary,
and social distance increase wall or as a silent card shuffle.
information presented in various types of graphics
 Provide small groups/pairs of students with the
Literacy  Engagement: listen to, speak, create, present
headings: your best friend, a family member, your
 Use interaction skills, varying Focus questions teacher, the principal and a local dignitary.
conventions of spoken interactions  Students work in pairs to explore how the vocabulary,
Learning experience 1 tone of voice, pitch and pace of speech would vary
such as voice volume, tone, pitch and
 How does audience, situation and/or context change when having a conversation with each of these people.
pace, according to group size,
the way that we interact? Exploring converstations (Appendix A).
formality of interactions and needs
and expertise of the audience Learning experiences 2 and 3  Review and reflect as a class.
 How do people adjust their speaking and listening Learning experience 2
interactions in large group conversations, e.g. speaking
louder to be heard, not contributing as they lack Explore how purpose, situation and audience changes
confidence, repeating ideas to clarify, asking questions speaking behaviours through role play.
to find out more?  Reflect on the previous learning experience and discuss
 What are some important interaction skills that allow examples of how their speech changed in the different
for successful conversations? scenarios. Model some examples of saying the same
phrase or asking the same question to a
different audience, and have students interrogate the

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Support notes elements of speech used and how it differed.

 Explain to students they will be taking part in role play
 Listening responses include how to respond activities and recap effective interaction for small group
appropriately to others, how to seek clarification, work, e.g. students to work effectively together by
appropriate body language and how to build on others’ building on each other’s ideas (refer to the charts
ideas. developed in the previous week).
 Speaking behaviours include how to share information,  Students create a role play to highlight their knowledge
develop ideas and arguments, how to express opinions of how the vocabulary, tone of voice, pitch and pace of
and acknowledge others. speech varies according to audience and purpose. For
 Other interaction skills include varying voice volume, example, students role play giving instructions to their
tone and pitch according to purpose, audience and best friend on how to get to a new shop, then switch to
degree of formality. giving the same directions to the principal.
 More information on this can be found at The context  Allow students time to plan and rehearse.
game: see page 244 First Steps. speaking and listening  Share and reflect with the class.
map of development.
Learning experience 3
Suggested assessment point – end of week 2
Explore how purpose, situation and audience
 Students write a reflection on how language changes/affects how we speak through The context game.
interactions vary according to audience, situation and
 Work as a class to develop lists for:
purpose.
 purposes for speaking (thank you, greetings, give
directions, explain a game, explain how something
works, recount an experience, tell a story)
 audiences (best friend, a Kindy child, mum, teacher,
stranger, friend’s parent, footy coach, member of
parliament)

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 situations (in class, on the oval, at a birthday party,

at a formal event, at home, at the shops).
 Students use these ideas to develop a set of cards with
ideas for purpose in red, audience in blue and situation
in yellow.
 Once complete (about 6 of each) students shuffle the
cards and discuss the interaction skills of the scenario,
e.g. tell a story at school to a Kindy child.
 Students develop a role play on a scenario of choice to
perform for the class (or another pair) and explain their
behaviours in the given situation.

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Week 3 Text Learning experience 1

Language  Imaginative text: oral narrative traditions of Aboriginal Explore the literature of Aboriginal and Torres Strait
and Torres Strait Islander Peoples and their Islander Peoples. Investigate the vocabulary, purpose and
 Understand that different social and contemporary literature (Appendix A) context of traditional Aboriginal oral storytelling using the
geographical dialects or accents are focus questions to scaffold the learning.
 Text structure and subject matter: social, cultural and
used in Australia in addition to  Review previous learning about the purpose of speech
historical contexts
Standard Australian English and focus a discussion around storytelling.
 Engagement: enjoy, listen to, view, read, interpret
 Understand that strategies for  Provide a video/audio of an Aboriginal person telling a
interaction become more complex Focus questions story (Appendix A) or invite an elder to class to tell a
and demanding as levels of formality traditional story.
and social distance increase Learning experiences 1 and 2
 How does storytelling differ from conversations? e.g.  Discuss the storytelling conventions and vocabulary;
Literacy purpose of stories is to entertain and inform, stories are how do they differ from other situations, purposes and
more of a performance rather than reciprocal contexts?
 Use interaction skills, varying  Discuss the various dialects and accents in Australia
interaction, storyteller has to put ideas in a context in
conventions of spoken interactions and explore the Aboriginal language or dialects that
order for the listener to understand, the storyteller
such as voice volume, tone, pitch and are local to your area.
holds the floor
pace, according to group size,  Discuss home languages, accents and dialects with
 How is the speech of stories different from
formality of interactions and needs reference to students’ homes.
conversation? e.g. rhythm, pitch, tempo, gestures,
and expertise of the audience  Discuss code switching, if applicable to your
expression
 How is storytelling the same as other text types? context.
(describes, recounts, explains)
 What is the purpose of traditional storytelling?
(entertains while teaching ethics, values, cultural norms
and knowledge)

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 How does Indigenous language differ from Standard Learning experience 2

Australian English and what information does its
Provide a printed traditional story for students to explore
representation in Aboriginal literature tell us about
the language of Aboriginal literature and how it differs
Indigenous culture, people and country/place?
from Standard Australian English (Appendix A).
 What are some of the differences in the ways
 Read story aloud or provide students with a copy to
Indigenous words and Standard Australian English are
read independently.
spelt?
 Discuss the purpose of traditional stories, see focus
Learning experiences 3 and 4 questions.
 How do Indigenous authors (storytellers?) use details,  Identify words in the text that differ from Standard
such as characters, settings, events and Australian English and unpack the meaning.
language/vocabulary to present values in traditional  Decode the words using phonetic, semantic and
stories? contextual clues.
 How are traditional stories and the values they present  Contribute to word walls or retrieval charts to identify
different from the values or stories of your own decoding strategies and interrogate meaning of new
culture/context? and non-standard vocabulary.
 Share and discuss vocabulary with peers to interrogate
Support notes
their understandings.
 Model and discuss:
Learning experience 3
 text processing and decoding strategies by
combining contextual, semantic, grammatical and Students view a video of a traditional Aboriginal story and
phonic knowledge, to unpack the meaning of interrogate the conventions of oral storytelling using the
vocabulary/language in the text. focus questions.
 Narrative conventions relevant to traditional stories, e.g.  View and listen to a traditional Aboriginal story.
vocabulary, language, themes, characters, events, text  Discuss the main idea of the text and narrative

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structure and organisation. conventions, e.g. language, themes, characters,

 Oral storytelling devices: events, text structure and organisation. Create a mind
 non-verbal language, such as facial expressions, map or a brainstorm of the features of the story.
gestures and eye contact.  Consider the aspects on the brainstorm/mind map and
 verbal devices of volume, pace, pitch, using have students reflect on the similarities and
rhetorical questions, hyperbole and repetition. differences to a print/written narrative (support
notes).
 Students complete a placemat activity or a Venn
diagram in small groups to compare oral and written
narratives.

Learning experience 4

Provide students with a number of short traditional stories

and explore the themes and events of traditional stories,
e.g. values, relationships, creation, explaining nature,
overcoming adversity.
 Read or view traditional stories. These can be from
Aboriginal cultures or other cultural backgrounds
appropriate to the students’ in the class.
 Students work in groups or individually, using
comprehension strategies, to identify the values
presented in each text and analyse the details in the
text which contribute to the main idea, for example:
 create a character profile focusing on their
contribution or involvement with the values or

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values in the text, and/or

 create a story map focusing on the development
of
the main idea and/or value.
 respond to a set of focus questions in a reading
response journal, or through a digital blog or pin
up board.
 Use the focus questions to guide a class reflection.

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Week 4 Text Learning experience 1

Language  Imaginative text: oral narrative traditions of Aboriginal Student to read and/or view a traditional story/stories
and Torres Strait Islander Peoples and their using the focus questions as a scaffold for journal writing.
 Understand that different social and contemporary literature Some or all of the following activities may be used.
geographical dialects or accents are
 Text structure and subject matter: social, cultural and
used in Australia in addition to  Students read the story prior to engaging in reflective
historical perspectives
Standard Australian English journal writing.
 Engagement: enjoy, listen to, view, read, write, create
 As a class, take part in a discussion referring to the
Literature
Focus questions focus questions and support notes. Model the use of
 Make connections between students’ evidence from the text to support, describe and
Learning experience 1 explain.
own experiences and those of
 How is the tradition of oral storytelling reflected in the  Discuss connections to the characters, events and/or
characters and events represented in
contemporary printed literature? values.
texts drawn from different historical,
 What narrative elements are evident in traditional  Students reflect on traditional stories in their writing.
social and historical contexts
stories? They may consider the following ideas:
 Create literary texts that adapt or
combine aspects of texts students Learning experience 2  values
have experienced in innovative ways  How can we use agreed criteria to engage in effective  personal connections
 Experiment with text structures and self-assessment?  language and vocabulary
language features and their effects in  cultural traditions
creating literary texts, for example, Support notes  similarities and differences between oral and
using imagery, sentence variation, written narratives.
 Model and discuss:
metaphor and word choice
 text processing and decoding strategies by
combining contextual, semantic, grammatical and
phonic knowledge, to unpack the meaning of Learning experience 2

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Literacy vocabulary/language in the text Students plan, draft, edit and create their version of a
 comprehension strategies, such as predicting, traditional story based on their culture and/or family values
 Plan, draft and publish imaginative, connecting, comparing, inferring and synthesising, to share orally with the class.
informative and persuasive texts, to locate and interpret the main idea.  Re-cap the structural elements that are evident in
choosing and experimenting with text  Narrative conventions relevant to origin stories, traditional stories and refer to examples in printed and
structures, language features, images audio versions. Engage students in a conversation
e.g. vocabulary, language, themes, characters, events,
and digital resources appropriate to about their own culture/context and/or family values
text structure and organisation.
purpose and audience which they will use to create their story.
 Suggestions for criteria for self-assessment may
 Re-read and edit students’ own and  As a class, develop specific criteria for self- and
include:
others’ work using agreed criteria and peer-assessment of students’ writing. Include criteria
 narrative structure
explaining editing choices that encourages students to use a range of language
 purpose (includes details which are relevant to
 Participate in and contribute to traditional stories) devices for effect.
discussions, clarifying and  details or elaboration of key ideas (including  Use the criteria to provide students with a template to
interrogating ideas, developing and characters, settings, events) assist them in creating their story.
supporting arguments, sharing and  vocabulary, e.g. descriptive, use of intensifiers  Include criteria to assist students in editing their story,
evaluating information, experiences  variety in pace, tone, volume to engage the including the opportunity to explain their editing
and opinions listener, build the plot, create drama and help the choices.
listener understand  Students brainstorm ideas for their story based on
 written/digital/multimedia presentation. values that are important in their culture or context
 Assessment pointers for English: Writing may provide and complete the narrative planning template.
further assistance with this.  Students use the template to create their traditional
 Oral storytelling devices: story. Throughout the writing process encourage
 non-verbal language, such as facial expressions, students to:
gestures and eye contact  rehearse their story orally and edit as necessary;
 verbal devices: volume, pace, pitch, rhetorical either with a peer or using an electronic device

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questions, hyperbole and repetition.  consider how they are going to make their story
entertaining to the listeners
Suggested assessment point  use the agreed criteria to reflect and seek
Learning experience 2 may be used as either a formative or peer-assessment
summative assessment.  edit their work carefully to reflect feedback.
 Students share their story orally with the class or
Brightpath resources may be used as a tool to support present a recorded version of them sharing their story.
teachers in formatively and/or summatively assessing
students in writing and creating of narrative texts.

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Week 5 Text Learning experience 1

Language  Persuasive text: review, discussion Provide a range of persuasive texts (Appendix A) and use
 Text structure and subject matter: technical and the focus questions to guide the teaching and learning.
 Investigate how vocabulary choices,  View a presenter giving a film or book review, or a
content information, topics being studied in other
including evaluative language can areas of the curriculum reporter making a point as a springboard for discussion.
express shades of meaning, feeling  Language features: information presented in various Behind the News: Kid Critics (Appendix A)
and opinion types of graphics  Revise or introduce the concept of persuasive texts,
 Understand that cohesive links can be  Engagement: listen to, speak, view, read, interpret, intended audience, writer’s position and arguments.
made in texts by omitting or replacing evaluate  As a class, use a sample text to unpack and record
words examples of the purpose and intended audience,
Focus questions writer’s position and effectiveness of arguments
 Understand the uses of commas to
Learning experience 1 presented.
separate clauses
 What is the purpose of a persuasive text?  Students independently or in groups analyse a
 Investigate how complex sentences
 What are some examples of persuasive devices and persuasive text by considering the following.
can be used in a variety of ways to
their effects?  What is it about?
elaborate, extend and explain ideas  Who is it written for and how do you know?
Learning experience 2  What is the writer’s position on the topic and how
Literacy
 What is evaluative language? do you know?
 Participate in and contribute to  What is the structure of different types of persuasive  Students analyse the effectiveness of the text by
discussions, clarifying and texts, e.g. review or a discussion? completing an activity, such as a retrieval table with
interrogating ideas, developing and three headings; ‘Statement from review’, ‘What are the
Support notes persuasive statements?’ and ‘How convincing are the
supporting arguments, sharing and
 Intended audience, writer position and arguments are persuasive statements?’
evaluating information, experiences
 Create a class list or brainstorm persuasive devices.
and opinions

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 Analyse strategies authors use to important aspects of persuasive reviews.  Discuss and record the effect of each.
influence readers  Persuasive devices in Year 6 may include, but are not  Discuss vocabulary choice with a particular focus on the
 Select, navigate and read texts for a limited to: personal opinion, modality, rhetorical inclusion of technical and/or content specific
questions, punctuation, inclusive language, evidence, vocabulary and why this would be included in a
range of purposes, applying
evaluative language, emotive language, emphatic persuasive review.
appropriate text processing strategies
statements, authorative statements, repetition,  Students identify the persuasive devices in the sample
and interpreting structural features,
metaphor, simile. text. List each device and provide examples from the
for example table of contents,
 Elements of a persuasive review could include an text.
glossary, chapters, headings and introduction/thesis, arguments/body paragraphs,
subheadings concluding statement/conclusion. Learning experience 2
 Texts are made cohesive by omitting or substituting Use the persuasive texts selected from the previous
words. Some examples have been provided below. learning experience to identify and analyse grammar, text
 Omissions cohesion and punctuation.
 He was hot and hungry, and beginning to get tired.  Use the text as a model to discuss grammar choices, in
 He was working very hard to get finished, and particular:
annoyed that he was going to be late to the party.  text cohesion (omitting or replacing words)
 Substitutions  the uses of commas to separate clauses
 I have two dogs. My friend has two dogs as well.  how complex sentences can be used to elaborate,
 I have have two dogs. My friend does as well. extend and explain ideas.
 I told the dog to run, so he ran.  Provide students with a range of simple sentences to
 I told the dog to run so he did. elaborate, extend or explain ideas by using a
 A complex sentence is one that contains an subordinating conjunction and:
independent clause and one or more subordinate  adding a subordinating clause at the end of, or the
clauses. beginning of, the independent clause, e.g. The man
picked up the snake although he was scared.

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 Subordinating conjunctions join a subordinate clause to Although the man was scared, he picked up the
a main clause, e.g. after, because, even though, how, if, snake.
since, until, while.  dropping a subordinate clause into the sentence,
e.g. The man, although he was scared, picked up
the snake.
 Provide games and activities for students to rewrite
simple sentences to elaborate with clauses to add why,
when, how, where, if, once and with information.
 Introduce and define positive and negative evaluative
language. Find examples in the text and discuss the
effect.
 Create a shared chart of words that are associated with
positive and negative evaluative language. Students use
the review/s to:
 locate examples of positive and/or negative
evaluative language to add to the class chart
 select some examples and rewrite the statements
to present the opposite opinion by altering the
words.
 Select a topic and model creating evaluative
statements, both positive and negative. Discuss the
impact of language/word choice in representing either
view. Based on the topic read, or another familiar topic,
students create sets of evaluative statements which
reflect the topic in both a positive and negative light.

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Week 6 Text Learning experience 1

Language  Persuasive text: review, discussion, newspaper (print Provide a range of advertisements with strong persuasive
and digital) elements appropriate to the students’ context and
 Investigate how vocabulary choices, interests, and use the focus questions to inform the
 Text structure and subject matter: technical and
including evaluative language can content information, topics being studied in other teaching and learning.
express shades of meaning, feeling areas of the curriculum  Reflect on persuasive devices discussed in the previous
and opinion  Language features: information presented in various learning experiences.
 Understand that cohesive links can be types of graphics  View the printed advertisement and interpret the
made in texts by omitting or replacing  Engagement: read, view, write, evaluate image either as a class, in groups or independently.
words  As a class, consider the elements of the image that are
Focus questions attempting to persuade the reader.
 Understand the uses of commas to
Learning experiences 1 and 2  Introduce and define persuasive devices in
separate clauses
 What is the purpose of a printed advertisement? advertisements, e.g. text, persuasive and visual
 Investigate how complex sentences
 What are some of the persuasive devices used in language.
can be used in a variety of ways to
printed advertisements?  Independently or in small groups, students analyse a
elaborate, extend and explain ideas range of printed advertisements and evaluate their
 How are visual techniques used to persuade viewers?
effectiveness by completing some or all of the following
Literacy
Support notes activities.
 Participate in and contribute to  Identify the purpose of the advertisement.
 Text, persuasive language and visual language are  Identify and label examples of persuasive devices.
discussions, clarifying and
important elements of printed advertisements. These can be organised into three categories; text,
interrogating ideas, developing and
 Persuasive devices in Year 6 may include, but are not persuasive language, visual techniques.
supporting arguments, sharing and limited to: personal opinion, modality, rhetorical  Evaluate the effectiveness of each device.
evaluating information, experiences questions, punctuation, inclusive language, evidence,  Rank the advertisements from least to most
and opinions emotive language, emphatic statements, authoritative

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 Analyse strategies authors use to statements, repetition, metaphor, simile. effective and explain why.
influence readers  Visual techniques in printed advertisements may  Continue to explicitly teach grammar as required.
 Select, navigate and read texts for a include lines and vectors, point of view, angles,
salience, media, layout, colour, texture. Learning experience 2
range of purposes, applying
appropriate text processing strategies Suggested assessment point Students write an analysis of an advertisement provided by
and interpreting structural features, the teacher. Bubbling with possibility assessment task
for example table of contents, Learning experience 2 may be used as a formative or (Appendix A).
summative assessment.
glossary, chapters, headings and  This task may be modelled or scaffolded by the teacher.
subheadings  A template may be provided for the students to plan
and organise their written response.
 Provide students with the following scenario.
 You have been employed by an advertising agency
to analyse an advertisement for a company trying
to sell its product. Your role is to evaluate the
advertisement and provide written feedback on the
following points:
o target audience
o information about the product
o effectiveness of the product name
o visual language in relation to the images chosen
o how the visual language contributes to the
effectiveness of the images chosen.

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Week 7 Text Learning experience 1

Language  Informative text: review, discussion, newspaper (print Provide a range of feature articles to answer the focus
and digital) question.
 Understand that strategies for  Text structure and subject matter: technical and  Elicit students’ prior knowledge about feature articles.
interaction become more complex content information, topics being studied in other Discuss:
and demanding as levels of formality areas of the curriculum  where feature articles appear
and social distance increase  Language features: information presented in various  the general content of feature articles
 Understand that cohesive links can be types of graphics  what information is included
made in texts by omitting or replacing  Engagement: view, read, write, interpret  who is likely to read feature articles
 how they differ from regular newspaper articles.
words
Focus questions  Read a feature article aloud and discuss the above
 Understand the uses of objective and
Learning experience 1 points.
subjective language and bias
 What is a feature article?  Provide students with a copy of the article to analyse
 Investigate how complex sentences
by using activities, such as graphic organisers,
can be expanded and sharpened
Learning experience 2 summaries or three level questioning to process the
through careful choices of verbs,
 How can writing be made more cohesive? text.
elaborated tenses and a range of  What are the various types of sentences?
adverb groups/phrases Learning experience 2
 What is objective and subjective language?
 What is bias? Use the feature article/s from Learning experience 1 and
Literacy
 How do reporters and/or writers use objective or the focus questions to support the teaching and learning.
 Compare texts including media texts subjective language, and bias to influence the reader?  Review or continue to teach grammar content from
that represent ideas and events in Week 5.
Learning experience 3
different ways, explaining the effects  Introduce and define objective and subjective language.
 What is objective and subjective language?
of the different approaches Re-read the feature article as a class and encourage

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 Select, navigate and read texts for a  What is bias? students to identify and record examples of objective
range of purposes, applying  How do reporters and/or writers use objective or and subjective language.
appropriate text processing strategies subjective language, and bias to influence the reader?  Highlight examples of sentences where words are
and interpreting structural features, omitted or replaced in order to enhance cohesion.
Support notes Re-read the excerpt inserting the omissions or repeated
for example table of contents,
 Model and discuss: words. Discuss the differences in the two sentences and
glossary, chapters, headings and
 text processing and decoding strategies by have students consider which is more appropriate.
subheadings
combining contextual, semantic, grammatical and  Students complete activities, for example:
 Use comprehension strategies to
phonic knowledge  Locate examples in the feature articles where the
interpret and analyse information and writer has omitted or replaced words.
 comprehension strategies, such as predicting,
ideas, comparing content from a  Manipulate and rewrite the identified examples,
connecting, comparing, inferring and synthesising,
variety of textual sources including inserting the omitted and/or repeated words. Read
to locate and interpret the main idea.
media and digital texts  Cohesion is ‘the control of multiple threads and aloud to a partner and listen to their example.
relationships across the text, achieved through the use Rewrite your partner’s example attempting to omit
of grammatical elements (referring words, text or replace words to make their chosen sentence
connectives, conjunctions) and lexical elements more cohesive. Compare with the original example.
(substitutions, repetitions, word associations)’.  Provide students with a short paragraph that needs
to be made more cohesive through the use of
 Omitting words may be used when the word is
omissions or replacements. Alternatively, turn a
assumed knowledge, e.g. ‘The Year 6 students played
passage into a cloze activity that requires students
football on the oval. They went out at lunchtime.’ The
to maintain cohesion in reference to a character,
assumed knowledge is the location of the oval in the
text, event or idea, e.g. The great bungle is a movie
second sentence.
you don’t want to miss. ____ takes the viewer on a
 Replacing words may refer to the use of pronouns, e.g.
ride that will leave them wondering how _____ was
‘The Year 6 students played football on the oval. They
made.
went out at lunchtime.’ They is the pronoun in place of

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Year 6 students.  Find examples of complex sentences and classify

 Complex sentence punctuation: according to what information is added; why, what,
 The president was awarded this honour in where, when, how. Explore rearranging the
recognition of his humanitarian efforts. complex sentences; discussing the effect and
 In recognition of his humanitarian efforts, the change of punctuation.
President was awarded this honour.  Independently or in groups, students locate and
 The President, in recognition of his humanitarian classify examples of complex sentences.
efforts, was awarded this honour.
Learning experience 3
 Subjective language is language influenced by the
writer’s opinions, thoughts, feelings and values. Show students an episode of a news show (Appendix A)
 Objective language is where the writer aims to appropriate to students’ context and use the focus
eliminate subjective language and remain factual. questions to scaffold the learning. Repeat the activity with
 Bias is where the author shows preference or a digital or printed feature article.
favouritism towards a group or idea.  Select or develop a range of comprehension questions
or activities which prompt students to interpret and
analyse the episode. Students complete independently
or in groups.
 Review objective and subjective language and
encourage students to identify and record examples of
objective and subjective language.
 Discuss and record the examples identified by the
students and discuss their use/effect.
 Introduce and define bias. What is the perspective of
the reporter?
 Students consider the reporter’s perspective on the

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

topic. Was there any evidence of bias?

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Week 8 Text Learning experience 1

Language  Information text: newspaper (print and digital) Present students with an age-appropriate topic or issue to
 Text structure and subject matter: technical and support the teaching and learning of the focus questions.
 Understand that strategies for  As a class, decide on the differing perspectives on the
content information, topics of interest, topics being
interaction become more complex topic. Remind students to be considerate and
studied in other areas of the curriculum
and demanding as levels of formality respectful of others.
 Language features: complex sentences, unfamiliar
and social distance increase
technical vocabulary, information presented in various  Brainstorm examples of objective and subjective
 Understand the uses of objective and language which relates to the topic.
types of graphics
subjective language and bias
 Engagement: listen to, speak, view, read, interpret,  Students work in a small group with peers who have
 Understand how ideas can be the same perspective and complete the following
evaluate
expanded and sharpened through activities.
careful choice of verbs, elaborated Focus questions  Complete a graphic organiser to list examples of
tenses and a range of adverb both objective and subjective language, and create
groups/phrases Learning experiences 1 and 3
 What are some examples of language that support a statements which could be used as part of a feature
Literacy particular perspective? article.
 How can we interact effectively in a small group Learning experience 2
 Plan, draft and publish imaginative,
situation?
informative and persuasive texts, Use the feature article assessment task (Appendix A) and
choosing and experimenting with text Learning experience 2 write a response based on the following questions.
structures, language features, images  What is objective and subjective language?  How does the writer try to ‘hook’ or attract the interest
and digital resources appropriate to  What is bias? of the reader?
purpose and audience  How do reporters and/or writers use objective or  What is the main idea or issue discussed in the article?
 Plan, rehearse and deliver subjective language, and bias to influence the reader?  What perspective or opinion does the writer put
presentations, selecting and forward about this issue?

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

sequencing appropriate content and Support notes  What is the writer’s response to this issue? Discuss
multimodal elements for defined whether you agree or disagree with the writer by using
audiences and purposes, making  Subjective language is language that is influenced by specific details from the text to justify your opinion.
appropriate choices for modality and the writer’s opinions, thoughts, feelings and values.
 Identify specific words and explain how effectively they
emphasis  Objective language is where the writer aims to support the writer’s perspective.
 Use a range of software, including eliminate subjective language and remain factual.
 How do your experiences or wider reading support
word processing programs, learning  Bias is where the author shows preference or your opinion?
new functions as required to create favouritism towards a group or idea.
texts  Model the use of comprehension strategies to interpret Learning experience 3
and analyse information in a feature article.
Students plan and draft a feature article.
Suggested assessment point  Base the feature article on a popular TV show, game,
picture book or short film.
Learning experience 2 or 3 may be used as a formative or a
 Develop the success criteria with the students based on
summative assessment.
prior learning.
 Students edit their work and hand in for assessment.
 Alternatively, students work in small groups to write an
article and participate in a gallery walk for
peer-assessment.

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TERM 2
Weeks 1–8

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 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers planning notes

Weeks 1–8 Teachers are best placed to make decisions about the timing and organisation of this
content; however, one suggestion has been provided below.
Language  3 x 20 mins spelling
 2 x 10 mins handwriting (or 1 x 20 mins)
 Understand how to use phonic knowledge and
 2 x 20 mins focus on punctuation and grammar.
accumulated understandings about blending, letter-
sound relationships, common and uncommon letter
patterns and phonic generalisations to read and write
increasingly complex words
 Understand how to use knowledge of known words,
word origins including some Latin and Greek roots, base
words, prefixes, suffixes, letter patterns and spelling
generalisations to spell new words including technical
words
 Understand that cohesive links can be made in texts by
omitting or replacing words
 Understand the uses of commas to separate clauses
 Investigate how complex sentences can be used in a
variety of ways to elaborate, extend and explain ideas
 Understand how ideas can be expanded and sharpened
through careful choice of verbs, elaborated tenses and a
range of adverb groups/phrases

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 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers planning notes

Literacy

 Develop a handwriting style that is legible, fluent and

automatic and varies according to audience and purpose

Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 1 Text Learning experience 1

Language  Imaginative text: junior and early adolescent Select excerpts from novels to read aloud and analyse,
novels; select from, Australian literature, referring to the focus questions to support the
 Investigate how complex contemporary literature of Aboriginal and Torres teaching and learning (Appendix A).
sentences can be used in a variety Strait Islander Peoples, classic and contemporary  Elicit a class discussion about novels.
of ways to elaborate, extend and world literature, texts from and about Asia  What are the elements that make a text a
explain ideas
 Text structure and subject matter: complex novel?
 Understand the uses of commas sequences, a range of non-stereotypical  What are some genres of novels?
to separate clauses characters, elaborated events and shifts in time,  What are some examples of novels?
Literature interpersonal relationships, ethical dilemmas, real-  Read aloud an introduction to a novel modelling
world and fantasy settings, social, cultural and text processing and comprehension strategies.
 Make connections between historical contexts  Select some of the following activities to support
students’ own experiences and  Language features: complex sentences, figurative students understanding of novels. Additional
those of characters and events language excerpts may be read aloud or read independently
represented in texts drawn from  Engagement: enjoy, listen to, read, write, as context for the activities.
 Students complete a reading reflection journal

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 different historical, social and interpret, evaluate (Appendix A) to respond to teacher read
cultural contexts alouds, prompts and/or discussions.
Focus questions  Before reading
 Experiment with text structures
Learning experience 1 o Do you have questions before you start to
and language features and their
 What are the elements that make a text a novel? read? Identify the purpose of the text, the
effects in creating literary texts,
 How do authors develop character, setting and text type, and the intended audience.
for example, using imagery,
conflict in novels?  During reading
sentence variation, metaphor and
 What vocabulary is used to describe or discuss o Make and confirm ongoing predictions,
word choice
the character? formulate ‘I wonder …’ questions.
Literacy  What language features are used when referring to  After reading
the character? What is their purpose? o What do you want to find out more about?
 Use comprehension strategies to What do you need to clarify? What did it
interpret and analyse information Learning experience 2 make you think about? What did you learn
and ideas, comparing content  What is the author’s intention in creating a about the characters, setting and plot?
non-stereotypical character?  Complete short sketches or drawings to
from a variety of textual sources
 How do stereotypical/non-stereotypical characters visualise a passage read.
including media and digital texts
help to engage or relate to the audience?  Consider how the author has introduced the
 Analyse how text structures and
 Identify examples where the author has used main character. Discuss what students have
language features work together
dialogue to provide the reader with insight about learnt about the main character, e.g. physical
to meet the purpose of a text the character. description, personality traits, relationships
with other characters, connection to the
Support notes
setting, dilemma or conflict.
 Children’s picture books (Appendix A) provide  Students create a detailed character profile
students with a simple view of non-stereotypical which includes information about physical
characters and help support their understanding. description, personality traits, relationships
 Model and discuss: with other characters, connection to the
 text processing and decoding strategies by setting, dilemma and/or conflict.
combining contextual, semantic, grammatical  Discuss the setting of the novel, e.g. real-

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 and phonic knowledge, to unpack the meaning world, fantasy, flashbacks, shifts in time.
of vocabulary/language used in the text o What vocabulary is used to describe the
 comprehension strategies, such as predicting, setting?
connecting, comparing, inferring and o Have any language features been used,
synthesising, to locate and interpret the main e.g. metaphor, imagery, and what effect
idea. do they have on the reader?
 Examples of language features may include, but o Identify simple, compound and complex
not be limited to: sentences within the context of plot, and
 metaphor discuss how they are used to slow down or
 simile speed up action.
 imagery  Students write a description of the setting/s,
 onomatopoeia including details about how the author
 repetition communicates this information.
 dialogue or inner thoughts  Discuss the events so far.
 use of formatting, such as bolding or italics. o Plot structure.
 Exposition in the context of a narrative refers to o Introduction to conflict for the main
the literary device of inserting background character.
information about character, settings or events. o Which events have been elaborated? Do
Often it is at the beginning of the novel and used they contribute to what may be a critical
as an introduction. conflict or issue for the character, e.g.
interpersonal relationships, ethical
dilemmas?
 Students plot the main events on a graph with
the Y axis being the level of tension, or other
agreed criteria. Plotting the plot (Appendix A).
 Examine how the author moves the plot along
with the choice of sentence types, e.g. short,
simple sentences move the plot quickly.

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 Identify examples of simple, compound and
complex sentences and explain why the author
has used them.
 Discuss how complex sentences extend,
elaborate or explain ideas. Find examples to
discuss. Provide students with a simple
sentence from the text,
e.g. ‘Goldilocks sat on the chair’, and have
students add a subordinating conjunction and
clause to compose a complex sentence. See
Term 1, Week 5.
 As a class, construct a word wall of
metalanguage.

Learning experience 2

Select a range of short picture books with non-

stereotypical characters or situations (Appendix A),
and use the focus questions to direct the teaching and
learning.
 Briefly introduce the concept of non-stereotypical
characters. Define and discuss.
 Read aloud and/or provide students with the
picture books to read and consider the following.
 What is the author’s intention in using a
non-stereotypical character or situation? Is it
effective?
 What would a stereotypical character be like in
the context of the picture book? How does it

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 change what is communicated?
 Students explore non-stereotypical characters in a
range of texts by participating in some of these
activities:
 A character analysis of non-stereotypical
characters in picture books through analysing
the dialogue of characters.
 A placemat activity based on the DIRDS activity
(Appendix A) where students analyse how a
character is described by the author, what the
character says and does, and how other
characters respond to them.
 Complete a graphic organiser, such as a
placemat, to consider other characters from
novels or films that they are familiar with. Are
these characters stereotypical or non-
stereotypical? Why? What is the message
communicated through this character
(purpose)?
 Optional: Students select an appropriate novel to
read independently in class. Encourage students to
select a text which incorporates any or all of the
subject matter provided in Week 1 text
information.

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 2 Text Learning experience 1

Literature  Imaginative text: junior and early adolescent novels; Select novels with a focus on expositions and use the focus
select from, Australian literature, contemporary questions to support the discussions (Appendix A).
 Make connections between the
literature of Aboriginal and Torres Strait Islander  Read aloud a range of expositions.
students’ own experiences and those Peoples, classic and contemporary world literature,  Discuss the purpose of an exposition, e.g. to provide
of the characters and events texts from and about Asia background information, and introduce central
represented in texts  Text structure and subject matter: complex sequences, characters, setting, plot, conflict, style.
 Identify the relationship between a range of non-stereotypical characters, elaborated  Students read and examine the exposition in their own
words, sounds, imagery and language events and shifts in time, interpersonal relationships, novel. They consider how the central characters,
patterns in narratives and poetry, ethical dilemmas, real-world and fantasy settings, settings, conflict and/or plot are introduced.
such as ballads, limericks and free social, cultural and historical contexts  Discuss students’ findings and add examples of
verse  Language features: complex sentences, figurative language features, metalanguage and questions to
 language word walls, charts, digital pin up boards or blogs.
Create literary texts that adapt or
 Engagement: enjoy, listen to, read, write, interpret,  Students continue reading their novel and complete a
combine aspects of texts students
evaluate Reading journal (Appendix A) to be continued
have experienced in innovative ways
throughout the week. Provide them with a structure or
 Experiment with text structures and Focus questions
prompts. Some suggestions are outlined below.
language features and their effects in  Make predictions, e.g. I predict … I wonder …
Learning experience 1
creating literary texts, for example,  How has the author introduced the novel?  Make connections, e.g. This reminds me of … The
using imagery, sentence variation,  (e.g. flashbacks, dialogue, a dilemma, a description) book might be similar to … This book makes me
metaphor and word choice  How has the author introduced the main character? think about …
 Identify and explain how choices in  Has the author given any clues to future events?  Formulate questions, e.g. Why does …?, Why did
language, for example modality,  Who is the likely audience for these texts? the author …?, I wonder …
emphasis, repetition and metaphor,  Create images, e.g. I imagined … The description of
Learning experience 2

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

influence personal responses to  What vocabulary describes or discusses the character … makes me see …
different texts and/or setting?  State your opinions, e.g. In my opinion … The
Literacy  How has the author used dialogue to provide the characters in this book …, I like/dislike this book
reader with insight about the character, setting or plot? because …
 Use comprehension strategies to  What language features have been used when referring  Infer, e.g. I believe this means …, The author is
interpret and analyse information and to the character? What is their purpose? hinting at …, By using my background knowledge
ideas, comparing content from a  What specific vocabulary has been used to achieve a about … I infer that …, Although the text doesn’t
variety of textual sources including certain effect? say it directly, I think …
media and digital texts
Support notes Learning experience 2
 Analyse how text structures and
language features work together to An exposition is provided in Appendix A. Examples of See Appendix A for a suggested exposition from The
meet the purpose of a text language features may include, but not be limited to: amazing Spencer Gray by Deb Fitzpatrick. Deconstruct the
 metaphor text using the focus questions to direct the teaching and
 Analyse strategies authors use to
 simile learning. Students will complete an assessment in which
influence readers
 imagery they analyse expositions in Week 4 and the learning
 Use a range of software, including
 onomatopoeia experience described below will support students in
word processing programs, learning  repetition completing this assessment.
new functions as required to create  dialogue or inner thoughts  Read the exposition aloud and provide students with
texts  use of formatting, such as bolding or italics the opportunity to read independently. Refer to the
 Re-read and edit students’ own and  humour/sarcasm. focus questions to guide a class discussion about the
others’ work using agreed criteria and text.
Suggested assessment point
explaining editing choices  Students work in groups to answer the following
Observe students, conference and provide scaffolding as questions in the form of a placemat activity or another
they work on their reflective journals. cooperative structure.
 What is the main character doing and how do you

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
know?
 Choose a word that best describes the main character,
e.g. determined, lazy. Give reasons for your choice.
 Give an example of repetition from the text. Why has
the author used this language feature?
 Why do you think the author uses the words ‘jarred’,
‘rasp’, ‘slapping’ and ‘yanked’ in the story and what is
the effect of these words?
 ‘Stay at the front, Spencer’. Who is saying this and why?
 There are two statements in the text written in italics.
This is a language feature that authors use. Explain why
the author has used italics for these two particular
statements.
 Identify other examples of language features and and
explain the effect.
 Reflect and discuss as a class. Refer to the sample
marking key (Appendix A) to give groups informal
feedback, e.g. use of evidence to support answers,
detail included in their responses.
 Students use the feedback to edit their group’s
responses and reflect on the choices they made and
why.
 Add metalanguage and definitions to a word wall.

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 3 Text Learning experience 1

Literature  Imaginative text: junior and early adolescent novels; Students use the exemplified exposition (Appendix A), the
select from, Australian literature, contemporary exposition from the class novel or one provided by the
 Identify the relationship between literature of Aboriginal and Torres Strait Islander teacher as a stimulus to construct a written response.
words, sounds, imagery and language Peoples, classic and contemporary world literature, Students complete the following activity.
patterns in narratives and poetry, texts from and about Asia
 Based on the title of the book and the exposition you
such as ballads, limericks and free  Text structure and subject matter: complex sequences,
have read, make predictions about the remainder of
verse a range of non-stereotypical characters, elaborated
this book. Consider what has been revealed about the
 Experiment with text structures and events and shifts in time, interpersonal relationships,
character, setting, conflict, plot, and the author’s style
language features and their effects in ethical dilemmas, real-world and fantasy settings,
and use of language to write the beginning of the next
creating literary texts, for example, social, cultural and historical contexts
chapter.
 Language features: complex sentences, figurative
using imagery, sentence variation,  Prior to writing, discuss the following in order to
language
metaphor and word choice scaffold student responses:
 Engagement: enjoy, listen to, read, write, interpret,
 Analyse and evaluate similarities and  negotiate criteria (inclusions)
evaluate
differences in texts on similar topics,  co-construct a peer-/self-assessment rubric
themes or plots Focus questions  brainstorm topics and ideas
 write part of a text as a model using the think aloud
Literacy Learning experience 1 process
 Why is negotiating and agreeing on criteria important?  model editing and discuss reasons for editing
 Use comprehension strategies to  How can editing enhance and improve your writing? choices.
interpret and analyse information and
 Assess your work with peers against the negotiated
ideas, comparing content from a Learning experience 2
criteria.
 Which character did you have the strongest emotional
variety of textual sources including
response to? Why?
media and digital texts

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Teaching and learning intentions Learning experiences
curriculum content

 Analyse strategies authors use to  How has the author influenced you to feel that way? Learning experience 2
influence readers  Is the main character an antagonist (villain) or a
Use the exposition (Appendix A), and one selected by the
protagonist (hero)? How do you know? What has the
teacher to explore the focus questions as part of the
author done to make you think this?
teaching and learning.
 Consider the different expositions read and discuss the
characters that were introduced. Ask the students
which character they have the greatest emotional
response to.
 In response, pose the following questions to the
students.
 How has the author influenced the reader to
feel this way?
 What has the author told the reader about
each character and how does the author
describe the characters?
 Did the author portray the character as a
protagonist or antagonist? How?
 Students add to their Reading journal (Appendix A) by
writing about a character from one of the novels that
they have the greatest emotional response to, and
identify examples of language features to explain how
the author has made them feel this way.
 Students use one of the novels provided by the teacher
or continue reading their own novel and add to their

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Teaching and learning intentions Learning experiences
curriculum content
reading journal. Some suggested activities are outlined
below.
 Write 3–5 diary entries in the persona of the
character you had the greatest emotional response
to.
 Rewrite the first few paragraphs of your novel, and
add an extra character who completely changes the
actions of the main character.
 Write a letter or email to the class from the main
character explaining their actions or telling them
something they don’t know about that character.
 Change the intentions of the main character to
reflect something different, e.g. make a good
character into an evil or suspicious character.

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 4 Text Learning experience 1

Literature  Imaginative text: junior and early adolescent novels; Reflect on the novels/excerpts studied and read to unpack
select from, Australian literature, contemporary the focus question.
 Identify the relationship between literature of Aboriginal and Torres Strait Islander
words, sounds, imagery and language Peoples, classic and contemporary world literature,  Engage the class in a discussion about the different
patterns in narratives and poetry, texts from and about Asia techniques the authors use to introduce the novels.
such as ballads, limericks and free
 Text structure and subject matter: complex sequences,  Either independently or in groups, students collect
verse parts/quotes from the novels that are good examples
a range of non-stereotypical characters, elaborated
 Experiment with text structures and events and shifts in time, interpersonal relationships, of an engaging exposition, for example:
language features and their effects in ethical dilemmas, real-world and fantasy settings,  dialogue
creating literary texts, for example, social, cultural and historical contexts  character description
using imagery, sentence variation,  description of setting
 Language features: complex sentences, figurative
metaphor and word choice  best metaphor or simile
language
 Analyse and evaluate similarities and  best paragraph that paints an image/best
 Engagement: enjoy, listen to, read, write
differences in texs on similar topics, descriptive paragraph
themes or plots. Focus questions  best sentence.
 Identify and explain how choices in  Students add examples to their reading journal and
language, for example modality, Learning experience 1 expand on the reasons why the parts of the text are so
emphasis, repetition and metaphor,  What techniques do authors use when writing their effective.
influence personal response to expositions to engage the reader? See support notes.
Learning experience 2
different texts Support notes
Assessment (Appendix B)
 Techniques used in expositions may include, but are  Exploring expositions; response and analysis of two
not limited to: expositions.
Literacy
 flashbacks
 Use comprehension strategies to  dialogue

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 5 Text Learning experience 1

Literature  Imaginative text: junior and early adolescent novels; Assessment (Appendix B)
select from, Australian literature, contemporary
 Identify the relationship between literature of Aboriginal and Torres Strait Islander  Continue assessment task from Week 4.
words, sounds, imagery and language Peoples, classic and contemporary world literature, texts  Exploring expositions; response and analysis of two
patterns in narratives and poetry, from and about Asia expositions.
such as ballads, limericks and free
 Text structure and subject matter: complex sequences, a Learning experience 2
verse
range of non-stereotypical characters, elaborated events
 Create literary texts that adapt or and shifts in time, interpersonal relationships, ethical  Students continue reading their own novel.
combine aspects of texts students dilemmas, real-world and fantasy settings, social,
have experienced in innovative ways cultural and historical contexts
 Experiment with text structures and  Language features: complex sentences, figurative
language features and their effects in language
creating literary texts, for example,
 Engagement: enjoy, listen to, speak, read, write,
using imagery, sentence variation,
interpret, evaluate, present
metaphor and word choice
 Make connections between students’ Assessment (Appendix B)
own experiences and those of
characters and events represented in
texts drawn from different historical,
social and cultural contexts

Literacy

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

 Use comprehension strategies to

interpret and analyse information
and ideas, comparing content from a
variety of textual sources including
media and digital texts
 Analyse how text structures and
language features work together to
meet the purpose of a text
 Analyse strategies authors use to
influence readers

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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 6 Text Learning experience 1

Language  Imaginative text: junior and early adolescent novels; Assessment (Appendix B)
select from, Australian literature, contemporary
 Understand how ideas can be  Continue assessment task from Weeks 4 and 5.
literature of Aboriginal and Torres Strait Islander
expanded and sharpened through  Exploring expositions; response and analysis of two
Peoples, classic and contemporary world literature, texts
careful choice of verbs, elaborated expositions
from and about Asia
tenses and a range of adverb  Text structure and subject matter: complex sequences, a Learning experience 2
groups/phrases range of non-stereotypical characters, elaborated events
 Investigate how complex sentences and shifts in time, interpersonal relationships, ethical  Students continue reading their own novel.
can be used in a variety of ways to dilemmas, real-world and fantasy settings, social,
elaborate, extend and explain ideas cultural and historical contexts
 Language features: complex sentences, figurative
Literacy language
 Engagement: enjoy, listen to, speak, read, write,
 Compare texts including media texts
interpret, evaluate, present
that represent ideas and events in
different ways, explaining the effects Assessment (Appendix B)
of different approaches
 Use comprehension strategies to
interpret and analyse information
and ideas, comparing content from a
variety of textual sources including
media and digital texts
 Analyse how text structures and

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Teaching and learning intentions Learning experiences
curriculum content

language features work together to

meet the purpose of a text
 Analyse strategies authors use to
influence readers
 Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing and
supporting arguments, sharing and
evaluating information, experiences
and opinions

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Teaching and learning intentions Learning experiences
curriculum content

Week 7 Text Learning experience 1

Language  Persuasive text: newspaper (print and digital) Provide a range of printed advertisements using the focus
 Text structure and subject matter: technical and questions to build and extend students’ knowledge of print
 Understand how authors often
content information, wide range of topics of interest, and digital persuasive texts.
innovate on text structures and play
topics being studied in other areas of the curriculum  View and interpret the advertisement as a class.
with language features to achieve
 Language features: information presented in various  What is the purpose and who is the intended
particular aesthetic, humorous and
types of graphics audience?
persuasive purposes and effects
 Enagagement: view, interpret, evaluate  What elements are included, e.g. text, images,
 Identify and explain how analytical
analytical images or information?
images like figures, tables, diagrams, Focus questions  How do the text and images work together?
maps and graphs contribute to our
  Introduce and discuss the visual techniques. Brainstorm
How are advertisements designed to cater to their
understanding of verbal information
intended audience? examples and define and interpret their effect. Develop
in factual and persuasive texts
 How do text and images work together in into a shared list or criteria to be used as a
Literacy advertisements to persuade the viewer? self-/peer-assessment.
  Provide students with another example of a printed
What are the visual techniques used in
 Compare texts including media texts advertisement. Students consider the purpose and
advertisements?
that represent ideas and events in intended audience, and evaluate its effectiveness.
different ways, explaining the effects Support notes  Identify all the elements, e.g. text, images,
of the different approaches analytical images and/or information.
  Elements to consider as part of printed advertisements
Analyse how text structures and  Explain how the text and images work together.
language features work together to may include, but are not limted to: headlines, font size
 Identify and describe the visual techniques used.
meet the purpose of a text and type, text, photos, captions, layout.
 Evaluate the effectiveness of the techniques.
  Examples of visual techniques may include, but are not
Use comprehension strategies to

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interpret and analyse information and limited to:  Students select and innovate one of the printed
ideas, comparing content from a  lines advertisements by changing one aspect, either the
variety of textual sources including  vectors purpose or intended audience. They consider the
media and digital texts  point of view elements and visual techniques in order to alter the
  angles
Plan, draft and publish imaginative, purpose or target the new intended audience. Students
 salience
informative and persuasive texts, present their advertisement to a peer and use the
 media
choosing and experimenting with text criteria developed by the class to receive and provide
 layout
structures, language features, images feedback.
 colour
and digital resources appropriate to  texture.
purpose and audience
 Re-read and edit students’ own and
others’ work using agreed criteria and
explaining editing choices
 Use a range of software, including
word processing programs, learning
new functions as required to create
texts

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Teaching and learning intentions Learning experiences
curriculum content

Week 8 Text Learning experience 1

Language  Persuasive text: newspaper (print and digital) Select and analyse a range of television advertisements
 Text structure and subject matter: technical and (Appendix A) appropriate to student context using the
 Understand how authors often
content information, wide range of topics of interest, focus questions as support.
innovate on text structures and play
topics being studied in other areas of the curriculum  View an advertisement as a class.
with language features to achieve
 Language features: information presented in various  Engage the class in a discussion about:
particular aesthetic, humorous and
types of graphics  purpose and intended audience
persuasive purposes and effects
 Engagement: view, write, evaluate, present, perform  text elements, e.g. text, images (analytical images
 Identify and explain how analytical
or information), audio
images like figures, tables, diagrams, Focus questions  how the text, images and audio work together
maps and graphs contribute to our
Learning experiences 1, 2 and 3  visual techniques.
understanding of verbal information
 How are advertisements designed to engage and  Discuss and define visual techniques which are used in
in factual and persuasive texts
persuade their intended audience? moving images.
Literacy  How do text and images work together in  Show students another advertisement to interpret and
advertisements to persuade the viewer? analyse either independently or in small groups. Use
 Compare texts including media texts the prompts from the class discussion to scaffold
 What are the visual techniques used in
that represent ideas and events in student responses.
advertisements?
different ways, explaining the effects
of the different approaches Support notes Learning experience 2
 Analyse how text structures and
 Provide students with a list of familiar products, or
language features work together to Elements to consider as part of printed advertisements
encourage them to choose their own. Students select one
meet the purpose of a text may include, but are not limited to; headlines, font size
product and develop a script for a 30 second television
 and type, text, photos, captions, layout.
Use comprehension strategies to

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interpret and analyse information and  Examples of visual techniques may include, but are not advertisement to promote the product. Students present
ideas, comparing content from a limited to lines and vectors, point of view, angles, their script as either an oral performance or a multimedia
variety of textual sources including salience, media, layout, colour, texture. presentation.
media and digital texts  Consider the following points:
Suggested assessment point  Target audience ‒ is the product representative of,
 Plan, draft and publish imaginative,
informative and persuasive texts, or appeals to, the interests, wants, needs, values
Learning experience 2 may be used as a formative or
choosing and experimenting with text and or lifestyle of this audience.
summative assessment. Sell it assessment task
structures, language features, images  Elements and techniques which are most effective
(Appendix A).
and digital resources appropriate to in relation to text, images, visual techniques and
purpose and audience audio. Select some of these elements and complete
 Plan, rehearse and deliver a graphic organiser to plan your script.
 Students either rehearse their oral performance or
presentations, selecting and
sequencing appropriate content and develop their multimedia presentation for their 30
multimodal elements for defined second television advertisement.
audiences and purposes, making
appropriate choices for modality and
emphasis

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TERM 3
Weeks 1–8

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 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers planning notes

Weeks 1–8 Teachers are best placed to make decisions about the timing and organisation of this
content; however, one suggestion has been provided below.
Language  3 x 20 mins spelling
 2 x 10 mins handwriting (or 1 x 20 mins)
 Understand how to use phonic knowledge and accumulated
 2 x 20 mins focus on punctuation and grammar.
understandings about blending, letter-sound relationships, common
and uncommon letter patterns and phonic generalisations to read and
write increasingly complex words
 Understand how to use knowledge of known words, word origins
including some Latin and Greek roots, base words, prefixes, suffixes,
letter patterns and spelling generalisations to spell new words
including technical words
 Understand that cohesive links can be made in texts by omitting or
replacing words
 Understand the uses of commas to separate clauses
 Investigate how complex sentences can be used in a variety of ways
to elaborate, extend and explain ideas
 Understand how ideas can be expanded and sharpened through
careful choice of verbs, elaborated tenses and a range of adverb
groups/phrases

Literacy

 Develop a handwriting style that is legible, fluent and automatic and

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 varies according to audience and purpose

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Teaching and learning intentions Learning experiences
curriculum content

Week 1 Text Learning experience 1

Language  Imaginative text: poetry Read and listen to a range of Australian bush ballads
 Text structure: Australian bush ballads (Appendix A) and use the focus questions provided to
 Understand that different social and support the learning experiences.
 Language features: figurative language
geographical dialects or accents are  Read bush ballads aloud and provide students with
 Engagement: enjoy, listen to, read, interpret, evaluate
used in Australia in addition to bush ballads to read independently. Model a range of
and perform
Standard Australian English. text processing and comprehension strategies,
 Understand how authors often Focus questions including making connections to other knowledge, in
innovate in text structures and play order to make meaning.
with language features to achieve Learning experience 1
 Guide students to understand the colloquial and
particular aesthetic, humorous and  How is the language in the poems different from
idiomatic language with activities, such as:
persuasive purposes and effects language we use now?
 a discussion of Australian vocabulary, especially in
Literature Learning experience 2 relation to the context of when the poetry was
 Who are these poems written for? written (e.g. the references to Indigenous people,
 Analyse and evaluate similarities and  What was happening at this time in Australian society? migrants, drovers, trackers)
differences between texts on similar  What messages are contained in the poems?  develop a a word wall
topics, themes or plots  How are different groups represented?  use a retrieval chart that asks students to identify
 Identify and explain how choices in (e.g. Indigenous people, migrants) new words/what they think it means/why they
language, for example, modality,  Are these groups represented fairly? think it means that (graphophonic, semantic and
emphasis, repetition and metaphor  What has changed? contextual cues)
influence personal response to  develop a pictorial glossary.
different texts Learning experience 3
 Identify, describe and discuss  What speaking and listening conventions are important
similarities between texts, including when engaging in dramatic performance?

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those by the same author or Support notes Learning experience 2

illustrator, and evaluate the
characteristics that define an author’s  Bush ballads are a form of ballad or narrative poetry. Provide a range of Australian bush ballads using the focus
individual style They were often written for people without access to questions to scaffold the learning experience.
 Identify the relationship between formal education and use language that is colloquial  Guide students to understand and contextualise the
words, sounds, imagery and language and idiomatically Australian. poems by researching or discussing this period in
patterns in narratives and poetry,  Teachers can choose from a range of poems. They history through informative texts, such as
such as ballads, limericks and free often contain some of, but not limited to, the following contemporaneous (from that era) newspaper articles
verse language features and poetic devices: and cartoons, or timelines. As a class, in small groups or
 rhyme independently students:
Literacy  plot (they tell a story)  identify when the poems were written and what
 characters events influenced the authors
 Participate in and contribute to  irony/humour  construct a timeline of major events, ideas or
discussions, clarifying and  idioms movements around the time it was written
interrogating ideas, developing and  repetition (often in the form of a refrain)  use questions to explore what the poem is about,
supporting arguments, sharing and  third person narration where and when it was written and why it was
evaluating information, experiences  metaphor written
and opinions  simile  make connections to self, other texts or wider
 Analyse how text structures and  personification knowledge, including historical photographs,
language features work together to  symbolism newspapers and other informative texts
meet the purpose of a text  onomatopoeia  Guide the reading by having students apply text
 Use comprehension strategies to  alliteration. processing strategies, such as:
interpret and analyse information and  Language features from the Western Australian  visualising the characters with drawings or
ideas, comparing content from a curriculum content: sketches, such as an annotated character drawing.
variety of textual sources including  Year 6: relationship between words, sounds,  illustrating the poem by turning it into a graphic

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media and digital texts imagery and language patterns comic or a story map.
 Analyse strategies authors use to  Year 5: sound devices, simile, metaphor,  making inferences based on text knowledge and
influence readers personification background knowledge (this can be connected to
 Year 4: nonsense words, spoonerisms, neologisms, researching the era).
puns
 Year 3: rhythm, onomatopoeia Learning experience 3

Provide an Australian bush ballad and focus on the

performance.
 Listen to an actor read the poem, and discuss and
analyse the effect of hearing the poem being read
aloud.
 Engage the students in a choral reading.
 Students work individually, with partners or in small
groups to perform one part of the poem (or a section)
as Readers’ Theatre.
 Students take questions from the class at the end of the
performance to demonstrate their understanding and
interpretation of the poem.

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Teaching and learning intentions Learning experiences
curriculum content

Week 2 Text Learning experience 1

Language  Imaginative text: poetry Provide a copy of a bush ballad such as Mulga Bill’s Bicycle
 Text structure: Australian bush ballads by Banjo Patterson to read with students.
 Understand how authors often  Discuss any old-fashioned or colloquial vocabulary
 Language features: figurative language
innovate in text structures and play and pronunciation of place names. Engage the
 Engagement: enjoy, listen to, view, read, write,
with language features to achieve students in a general discussion about the poem,
interpret, evaluate and perform
particular aesthetic, humorous and eliciting background knowledge.
persuasive purposes and effects Focus questions  Have students re-read the poem independently and
 Investigate how vocabulary choices, complete an interview in the persona of Mulga Bill.
Learning experience 1
including evaluative language can Appendix A, Interview with Mulga Bill.
 How does the poet maintain text cohesion?
express shades of meaning, feeling  Optional: use the answers to the questions to
 How does the poet maintain the interest of reader?
and opinion develop a newspaper article or radio interview.
Learning experiences 2 and 3
Literature Learning experience 2
 What devices does the poet use to create a visual
 Analyse and evaluate similarities and image? Guide students to explore the meaning of another bush
differences between texts on similar  How does the author use rhythm to move the poem ballad.
topics, themes or plots along?  Encourage the use of text processing strategies and
 Identify and explain how choices in  Are there any similarities between the characters in the have students complete some of the activities outlined
language, for example, modality, poems we have read? below.
emphasis, repetition and metaphor  How is a bush ballad the same and different from a  Identify the figurative language in the bush ballads
influence personal response to narrative (prose)? or identify words that are different from the
different texts  What constitutes an author’s style? (form, rhyme, language we use today.
 Identify, describe and discuss rhythm, topics, vocabulary use, humour or other  Unpack the meaning with graphic organisers, such
similarities between texts, including devices) as retrieval charts, double entry journals, placemat

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those by the same author or  What effect does the use of simile have on the reader? activities.
illustrator, and evaluate the (metaphor, rhyme, rhythm, humour)  Unpack the meaning of the ballad in small groups
characteristics that define an author’s  Why were these poems popular with common people? and present in another form, such as a play, comic,
individual style  What is your personal response to the poem? recount or newspaper article.
 Identify the relationship between  How is your response influenced by the modality?  Take on the persona of a character and give an
words, sounds, imagery and language (form of the poem) explanation of what happened, e.g. Clancy of the
patterns in narratives and poetry,  How is your response influenced by the language or the Overflow telling us where he was or the child from
such as ballads, limericks and free humour? A Bush Christening giving his point of view of
verse events.
Support notes
Learning experience 3
Text cohesion – A Bush Christening is a good poem to
examine how the author uses a variety of pronouns and Review a poem that has been read or provide a new bush
synonyms to refer to the main character. ballad.
 Guide students to explore the poetic devices and build
a word wall of the metalanguage through:
 discussions
 retrieval charts
 cooperative group structures – placemats, expert
groups, jigsaw groups or graffiti walls.
 Discuss the effect these poetic devices have on the
reader/listener.

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Teaching and learning intentions Learning experiences
curriculum content

Week 3 Text Learning experience 1

Language  Imaginative text: poetry Review a poem that has been read or provide a new bush
 Text structure: Australian bush ballads ballad.
 Understand how authors often  Students find examples of poetic devices in this poem
 Language features: figurative language
innovate on text structures and play and explain their effect on the reader. Appendix A,
 Engagement: enjoy, listen to, view, read, write,
with language features to achieve Retrieval chart for poetic devices.
interpret, evaluate and perform
particular aesthetic, humorous and
persuasive purposes and effects Focus questions
Learning experience 2
Literature Learning experiences 1 and 2
Provide bush ballads by different poets (Appendix A) and
 What are some of the features of bush ballads?
 Analyse and evaluate similarities and refer to the focus questions to guide the teaching and
 How does the poet maintain the interest of reader?
differences between texts on similar learning.
 What devices does the poet use to create a visual
topics, themes or plots  Identify and discuss the attributes of a poet’s style by
image?
 Identify and explain how choices in building lists or concept maps for a number of poets.
 How does the author use rhythm to move the poem
language, for example, modality,  Discuss what is meant by style and draw on prior
along?
emphasis, repetition and metaphor knowledge about familiar authors.
 Are there any similarities between the characters in the  Read online articles about these poets’ styles, and
influence personal response to
poems? find examples of the poetic devices or structures.
different texts
 How is a bush ballad the same and different from a  Model a Venn diagram that compares the style of
 Identify, describe and discuss
narrative (prose)? two poets. What are the features of each poet’s
similarities between texts, including
 What constitutes an author’s style? (form, rhyme, style?
those by the same author or
rhythm, topics, vocabulary use, humour or other  Students select one poet and complete a concept map
illustrator, and evaluate the
devices) to demonstrate the poet’s style.
characteristics that define an author’s
 What effect does the use of simile have on the reader?  Give a brief oral report, individually or in groups,
individual style
(e.g. metaphor, rhyme, rhythm, humour) about their poet.
 Identify the relationship between
 Why were these poems popular with common people?  Write an extended response (report) on a poet and
words, sounds, imagery and language
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Teaching and learning intentions Learning experiences
curriculum content

Week 4 Text Learning experience 1

Language  Imaginative text: poetry Provide students with a range of poetry, such as ballads,
 Text structure: ballads, limericks, free verse limericks and/or free verse and use the focus questions to
 Understand how authors often guide the teaching and learning.
 Language features: figurative language, humour,
innovate on text structures and play  Elicit students’ prior knowledge about poetry,
rhyme, alliteration
with language features to achieve
 Engagement: enjoy, listen to, speak, read, create, e.g. types of poetry, examples of poems. Compare
particular aesthetic, humorous and
interpret, evaluate, perform different types of poetry to bush ballads and discuss
persuasive purposes and effects their purpose, audience, form and language features.
 Understand how ideas can be Focus questions  Listen to, read or view a range of free verse poetry or
expanded and sharpened through
Learning experience 1 limericks.
careful choice of verbs, elaborated  Build understanding of vocabulary, grammar and
tenses and a range of adverb  What is poetry and how is it different from other styles
poetic devices.
groups/phrases of writing?
 Share poetry by reading aloud, performing choral
 What is free verse poetry? (limerick, ballad)
Literature readings or Readers’ Theatre.
Learning experience 2  Guide students to use text processing and
 Identify the relationship between  What are some examples of figurative language and comprehension strategies to interpret a number of
words, sounds, imagery and language what is their effect? ballads, free verse poems or limericks, e.g. personal
patterns in narratives and poetry,  Why is vocabulary important in poetry? responses, double entry journals, digital blogs, reviews
such as ballads, limericks and free  What are the characteristics of a limerick? (free verse, and interpretations.
verse ballad)
 Create literary texts that adapt or Learning experience 2
 What figurative language is often used in poetry?
combine aspects of texts students  What is the purpose and effect of the language and Provide students with a range of poetry, such as ballads,
have experienced in innovative ways vocabulary choices by the poet? limericks and/or free verse and use the focus questions to
 Experiment with text structures and Support notes scaffold the teaching and learning.
language features and their effects in  Choose a style of poetry for the focus of the learning
creating literary texts, for example,  Limericks are humorous poems that consist of five
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 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Week 5 Text Learning experience 1

Language  Informative text: explanation Analyse a range of explanations, e.g. scientific explanations,
 Text structure and subject matter: chapters, headings geographical explanations, using the focus questions as a
 Identify and explain how analytical guide to inform the teaching and learning.
and subheadings, table of contents, indexes and
images like figures, tables, diagrams,  View or read an example of an explanation. Discuss the
glossaries; technical and content information; wide
maps and graphs contribute to our text and purpose.
range of topics of interest; topics being studied in other
understanding of verbal information
areas of the curriculum  Introduce explanations and brainstorm examples that
in factual and persuasive texts
 Language features: complex sentences; unfamiliar students are familiar with.
 Understand how ideas can be
technical vocabulary; information presented in various  Deconstruct the text as a class to identify and teach the
expanded and sharpened through
types of graphics elements of an explanation.
careful choice of verbs, elaborated
 Engagement: view, read, write, interpret, evaluate  Create a glossary or word wall of technical or content
tenses and a range of adverb
specific vocabulary.
groups/phrases Focus questions
 Students view or read another example of an
 Understand the uses of objective and
Learning experience 1 explanation to analyse and deconstruct as above, using
subjective language and bias
 What is the purpose of an explanation? a graphic organiser.
Literacy  Why are language features important when writing an  Discuss the formality of the explanation. Is it written in
explanation? an objective or subjective manner? Identify examples.
 Analyse how text structures and  Analyse the technical and content glossary which has
language features work together to Learning experience 2 been developed over the week. Organise the words
meet the purpose of a text  What are the organisational elements of an into a grammatical list, e.g. verbs, adverbs, adjectives.
 Select, navigate and read texts for a explanation?  Create a list of technical or content specific vocabulary.
range of purposes, applying  How do visuals support explanations, particularly when Use the information provided in the text to provide
appropriate text processing strategies they include specific and technical information? your own definition for the words. Research the words
and interpreting structural features, Support notes to determine the formal definition and check your
for example table of contents, understanding.
glossary, chapters, headings and  Elements of an explanation include:
Learning experience 2
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Teaching and learning intentions Learning experiences
curriculum content

Week 6 Text Learning experience 1

Language  Informative text: explanation Provide an object, image or video related to a topic being
 Text structure and subject matter: chapters, headings studied in other areas of the curriculum or a topic of
 Understand that cohesive links can interest which can be used as a stimulus for writing an
and subheadings, table of contents, indexes and
be made in texts by omitting or explanation.
glossaries; technical and content information; wide
replacing words  Provide objects (consider cross-curricular links) for
range of topics of interest; topics being studied in other
 Identify and explain how analytical students to have the opportunity to explore. Provide a
areas of the curriculum
images like figures, tables, diagrams, range of prompting questions which encourage
 Language features: complex sentences; unfamiliar
maps and graphs contribute to our students to explain how and/or why the stimulus is
technical vocabulary; information presented in various
understanding of verbal information used or works.
types of graphics
in factual and persuasive texts  Have students bring photos of special objects and give
 Engagement: listen to, view, write, create
 Understand how ideas can be an oral explanation of how they work. This could be
expanded and sharpened through Focus questions done informally, in sharing circles or collaborative
careful choice of verbs, elaborated group structures.
tenses and a range of adverb Learning experiences 1 and 2
 What is the purpose of an explanation?  Build concept maps about the objects.
groups/phrases
 Why are language features important when writing an  Brainstorm technical and non-technical vocabulary
Literacy explanation? associated with the object. Develop a glossary or word
wall.
 Re-read and edits students’ own and Suggested assessment point  Model an activity, or a range of activities, which can be
others’ work using agreed criteria completed in small groups or independently to scaffold
and explaining editing choices Learning experience 2 may be used as a formative or
a process of planning and writing an explanation, e.g.
 Plan, draft and publish imaginative, summative assessment.
 cloze activity
informative and persuasive texts,  oral explanation
choosing and experimenting with text  labelling a visual, e.g. diagram, picture, flow chart

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Teaching and learning intentions Learning experiences
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structures, language features, images  planning template.

and digital resources appropriate to  Provide students with texts or websites for further
purpose and audience research. Provide students with prompting questions, a
 Use interaction skills, varying graphic organiser or a template to direct their research.
conventions of spoken interactions
such as voice, volume, tone, pitch Learning experience 2
and pace, according to group size, Model writing an explanation as a class.
formality of interaction and needs  Provide support and feedback to students based on
and expertise of the audience their planning documents and research, as well as
 Participate in and contribute to during the writing process.
discussions, clarifying and  Contribute to the glossary.
interrogating ideas, developing and  Use own planning documents and research to write an
supporting arguments, sharing and explanation on the stimulus.
evaluating information, experiences
 Develop visuals/graphics with labels which enhance the
and opinions
explanation.
 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

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Teaching and learning intentions Learning experiences
curriculum content

Week 7 Text Learning experience 1

Language  Informative text: reports, narratives with informative Provide a picture book, graphic novel or a text which
elements (hybrid texts) provides a perspective on life in a certain place and an
 Understand how authors often informative report which provides a perspective on life in
 Text structure and subject matter: chapters, headings
innovate on text structures and play the same place (Appendix A). Alternatively, a topic of
and subheadings, table of contents, indexes and
with language features to achieve interest or topic being studied in other areas of the
glossaries, technical and content information, wide
particular aesthetic, humorous and curriculum can be used with the learning experiences
range of topics of interest, topics being studied in other
persuasive purposes and effects modified accordingly.
areas of the curriculum
Literature  Language features: complex sentences; unfamiliar  Read the selected text and facilitate a class discussion.
technical vocabulary; information presented in various Focus the discussion on the information about the
 Make connections between students’ types of graphics experience of the character (or narrator) in that place.
own experiences and those of  Create a map or chart of the place based on the
characters and events represented in Focus questions character’s experiences.
texts drawn from different historical,  Students complete some comprehension activities to
 What are the text and language features of a narrative
social and cultural contexts interpret information presented in the imaginative text,
text?
 Analyse and evaluate similarities and for example:
• What are the text and language features of an
differences in texts on similar topics,  plot profile
informative text?
themes or plots  journal to collect information about a place based
 How does the author/illustrator of a hybrid text add
additional facts to the text? on different characters’ perspectives or a journal to
Literacy
reflect their changing understanding of place.
 How does the author/illustrator add a personal
 Compare texts including media texts perspective?  Provide students with an informative report on a place.
that represent ideas and events in  What is the purpose of including a narrative element?  Students complete some comprehension activities to
different ways, explaining the effects interpret information presented in the informative text,
 What are the language features of the narrative
of the different approaches for example:
section?
 Participate in and contribute to  summary
 How is the page laid out?
 journal to visualise or describe information
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Week 8 Text Learning experience 1

Language  Informative text: reports, narratives with informative Provide hybrid texts which students will use as models for
elements (hybrid texts) constructing their own text that combines elements of
 Understand how authors often narrative and informative texts to describe a place.
 Text structure and subject matter: chapters, headings
innovate on text structures and play  Explain to the students that they will be creating a
and subheadings, table of contents, indexes and
with language features to achieve double page spread for a text that is both informative,
glossaries, technical and content information, wide
particular aesthetic, humorous and entertaining and combines elements of a narrative. This
range of topics of interest, topics being studied in other
persuasive purposes and effects text is about a place that is personally significant to the
areas of the curriculum
Literature  Language features: complex sentences; unfamiliar student, or the teacher can choose a place being
technical vocabulary; information presented in various studied in another learning area.
 Create literary texts that adapt or types of graphics  Reflect on the previous week’s activities.
combine aspects of texts students  Read and view other texts which are both imaginative
have experienced in innovative ways Focus questions and informative, with text features that show the
 Analyse and evaluate similarities and features of a hybrid text.
 What are the text and language features of a narrative
differences in texts on similar topics,  Discuss the text layout and language features to create
text?
themes or plots a list of these for display, e.g. a paragraph from the
• What are the text and language features of a
informative text? narrator, a map or detailed drawing, a sidebar with ‘Did
Literacy
 How does the author/illustrator of a hybrid text add you know?’ facts. There is a wide range of text layouts
 Use a range of software, including additional facts? to explore.
word processing programs, learning  How does the author/illustrator add a personal  Develop a list of success criteria (with the students
new functions as required to create perspective? input) which the students will apply when creating their
texts  What is the purpose of including a narrative element? text, for example:
 Use interaction skills, varying  at least five facts
 What are the language features of the narrative
conventions of spoken interactions  a story that gives a personal view or additional

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such as voice, volume, tone, pitch and section? information

pace, according to group size,  How is the page laid out?  a map that is labelled to give extra information
formality of interaction and needs  What visual features are used to add or clarify  headings and subheadings.
and expertise of the audience information?  Provide planning proformas and guidance on research
 How do the text features and visual features work if necessary, with texts and web pages.
together to meet the purpose of the text?  Students use the above information to create, either on
paper or digitally, a double-page spread or a web page
Suggested assessment point that combines elements of narrative and informative
Learning experience 1 may be used as a summative texts.
assessment.  Choose a place that is significant to you or a place,
selected by a teacher, such as Parliament House in
Canberra.
 Develop a set of focus questions to direct your
work.
 Use your knowledge and any research to create a
plan and acknowledge sources of information.
 Combine the setting and the ‘scene’ to create a
double page of the picture book, or web page of a
picture book presenting a scene as an imaginative
text would, with characters, setting and events, but
including information through labels and images.
 Provide students the opportunity to share and reflect
on their work. The following examples of activities can
be considered as a way of enhancing the text.
 creating an interactive digital version/presentation

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 recording themselves describing the place using

their senses
 including audio and visual aspects in a digital
presentation
 Students share their work with the class or in a group,
and complete a self- and peer-assessment using the
criteria set by the class.

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TERM 4
Weeks 1–8

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 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers’ planning notes

Weeks 1–8 Teachers are best placed to make decisions about the timing and organisation of this
content; however, one suggestion has been provided below.
Language  3 x 20 mins spelling
 2 x 10 mins handwriting (or 1 x 20 mins)
 Understand how to use phonic knowledge and accumulated
 2 x 20 mins focus on punctuation and grammar.
understandings about blending, letter-sound relationships, common
and uncommon letter patterns and phonic generalisations to read and
write increasingly complex words
 Understand how to use knowledge of known words, word origins
including some Latin and Greek roots, base words, prefixes, suffixes,
letter patterns and spelling generalisations to spell new words including
technical words
 Understand that cohesive links can be made in texts by omitting or
replacing words
 Understand the uses of commas to separate clauses
 Investigate how complex sentences can be used in a variety of ways to
elaborate, extend and explain ideas
 Understand how ideas can be expanded and sharpened through careful
choice of verbs, elaborated tenses and a range of adverb
groups/phrases

Literacy

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 Alphabet and phonic knowledge, spelling, punctuation and grammar, and handwriting

Western Australian curriculum content Teachers’ planning notes

 Develop a handwriting style that is legible, fluent and automatic and

varies according to audience and purpose

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Week 1 Text Learning experience 1

Literature  Imaginative text: narrative (age-appropriate picture Provide a picture book by the same author-illustrator
books which represent some or all of the range of (Appendix A) referring to the focus questions to guide the
 Identify, describe, and discuss literary texts) teaching and learning.
similarities and differences between  Discuss the cover page as a class, taking into account
 Text structure and subject matter: social, cultural and
texts, including those by the same both text and image. Revise their knowledge about
historical contexts
author or illustrator, and evaluate visual techniques.
 Language features: figurative language, information
characteristics that define an author’s
presented in various types of graphics  Read the text aloud, showing the students the
individual style
 Engagement: enjoy, listen to, view, read, write, illustrations, and facilitate a discussion about the text
 Identify the relationship between and students’ reponses. Did the text alone encourage
interpret
words, sounds, imagery and language their response or did the illustrations contribute? How?
patterns in narratives and poetry, Focus questions What did they contribute? How did they contribute to,
such as ballads, limericks and free or enhance meaning?
verse Learning experience 1
 How do images contribute to, or enhance meaning?  Students reflect on the picture book by responding to
 Create literary texts that adapt or the questions/prompts raised in the class discussion.
combine aspects of texts students Learning experience 2 Students may complete some or all of the following
have experienced in innovative ways
 What are some examples of visual language/techniques activities.
Literacy that authors and illustrators use in picture books?  Written response.
 Interpreting and analysing the text using a range of
 Use comprehension strategies to Learning experience 3 activities which include comprehension strategies.
interpret and analyse information and  Why do authors develop an individual style?  Image analysis by labelling, completing a graphic
ideas, comparing content from a organiser or a written response considering the
variety of textual sources including following questions.
media and digital texts Support notes o What is included in the illustration?

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 Analyse how text structures and  Visual techniques in picture books can include: o What is the image communicating?
language features work together to  lines and vectors – how the line forces the viewer o Does the image add or enhance meaning? If
meet the purpose of a text to view the image from one part to another. Lines yes, what and how? Explain your response.
can also represent direction or mood o How do the text and images work together?
 point of view – which angle the reader is viewing o What aspects of the image are important?
the image from, e.g. from above
 angles – used to to show a point of view, e.g. the Learning experience 2
reader is looking up at the object to make the
Provide a range of picture books by the same
image appear powerful
author-illustrator (Appendix A) referring to the focus
 salience – the part of the picture which captures
questions to guide the teaching and learning.
the attention of the viewer and is determined by
 Brainstorm visual techniques and their effect.
colour, image, layout, placement and distance
 Students revisit the text from the previous lesson and
 shot size – determines how personal the object is
select two examples of visual language. Define and
by whether the image is close up or far away
discuss their effect, e.g. annotating a page from the
 social distance – a close up connects the reader
book, completing a table, creating a digital brainstorm.
while a long shot results in the reader/viewer
 Repeat the above activity using a range of the
feeling disconnected with the subject
author-illustrator’s books as required discussing all
 placement
techniques used by the author/illustrator.
 framing – includes taking pictures close up or at a
long distance, as well as the angle of the camera. Learning experience 3
 colour – colours often represent an emotion, e.g.
red can represent danger Provide students with a picture book by another
 texture – includes textured images or the illusion of author-illustrator or use the texts from the previous
texture. learning experiences (Appendix A) referring to the focus
questions to guide the teaching and learning.

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 Further information relating to visual techniques can be  Prompt a class discussion by asking students to
found in the First Steps Viewing resource book, pages consider what aspects of the text and illustrations are
130–157. consistent across the text? Which of these help you
identify that it is the work of the same illustrator?
 Students interpret and analyse the picture book/s using
a range of comprehension strategies, e.g. connecting,
comparing, inferring, synthesising and determining
importance activities.
 Work individually or in groups, to analyse the visual
techniques in the picture book.
 Reflect on the two texts studied and consider the
evidence of author-illustrator style through either a
written reflection, or by illustrating and annotating one
line of the text to ‘create a new page’ based on the
illustrator’s style.

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Week 2 Text Learning experience 1

Literature  Imaginative text: narrative (age-appropriate picture Provide a picture book by the same author-illustrator
books which represent some or all of the range of (Appendix A) referring to the focus questions to guide the
 Identify, describe, and discuss literary texts) teaching and learning.
similarities and differences between  Text structure and subject matter: social, cultural and  Repeat Learning experience 1 described in Term 4,
texts, including those by the same historical contexts Week 1.
author or illustrator, and evaluate  Language features: figurative language, information  As a class analyse the visual techniques and their effect
characteristics that define an author’s presented in various types of graphics by labelling, using a graphic organiser or creating a
individual style written response considering the following questions.
 Engagement: enjoy, listen to, view, read, write,
 Identify the relationship between interpret, evaluate  What is included in the illustration?
words, sounds, imagery and language  What is the image communicating?
patterns in narratives and poetry, Focus questions  Does the image add or enhance meaning? If yes,
such as ballads, limericks and free what and how?
verse Learning experiences 1 and 2
 How do the text and images work together?
 Create literary texts that adapt or  What are some examples of visual language/techniques
 What aspects of the image are important?
combine aspects of texts students that authors and illustrators use in picture books?
 Students independently view/read another picture
have experienced in innovative ways  How do images contribute to or enhance meaning?
book by the same author-illustrator and complete the
 Why do authors develop an individual style?
Literacy above activity.
 Reflect on the two texts and identify examples of the
Suggested assessment point
 Use comprehension strategies to author-illustrator style by completing one of the
Brightpath resources may be used as a tool to support
interpret and analyse information and following:
teachers in formatively and/or summatively assessing
ideas, comparing content from a  written reflection
students in writing and creating of narrative texts.
variety of textual sources including  create a ‘new page’ for the book, imitating the
media and digital texts visual techniques used by the author-illustrator and
 Analyse how text structures and annotating their visuals to demonstrate their

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language features work together to understanding of style.

meet the purpose of a text
 Use interaction skills, varying Learning experience 2
conventions of spoken interactions Students visit the school library and choose two books by
such as voice, volume, tone, pitch and the same illustrator (or provide students with examples if
pace, according to group size, resources are not available) and complete the following
formality of interaction and needs activities.
and expertise of the audience  Read each book, paying attention to the visual language
 Participate in and contribute to in both texts.
discussions, clarifying and  Write a brief synopsis of each picture book.
interrogating ideas, developing and
 Record ideas and examples of visual techniques.
supporting arguments, sharing and
 Write a review based on the following scenario.
evaluating information, experiences
 You have been employed by a magazine
and opinions
publisher (print or digital) to analyse two
picture books as part of a promotion of this
illustrator’s work. Provide the publisher with
feedback on the following points:
o the visual language
o how the visual language contributes to this
illustrator’s style
o how the illustrations meet the purpose of the
text
o your opinion about this illustrator’s work and
what has influenced you to feel this way.

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Week 3 Text Learning experience 1

Language  Imaginative text: narrative film (age-appropriate short Show students a range of age-appropriate short films
film) (Appendix A) and refer to the focus questions to support
 Understand how authors often the teaching and learning.
 Text structure and subject matter: social, cultural and
innovate on text structures and play  View a short film and discuss, interpret and analyse as a
historical contexts
with language features to achieve class by completing the following activities.
 Language features: figurative language, information
particular aesthetic, humorous and  Students write a brief summary of the short film.
presented in various types of graphics
persuasive purposes and effects  Provide students with still images from the short
 Engagement: enjoy, view, write, interpret
Literature film. Select one and, as a class, discuss the image in
Focus questions detail.
 Identify, describe, and discuss o Describe what is happening in the still?
Learning experience 1
similarities and differences between o Identify visual techniques.
 How are imaginative short films structured to engage
texts, including those by the same o Introduce other visual techniques that are
audiences and convey ideas?
author or illustrator, and evaluate relevant to moving images, such as camera
 What visual techniques are used in moving images and;
characteristics that define an author’s angles.
how do they develop character? What is their effect on
individual style o What are the effects of the techniques?
the viewer?
 Analyse and evaluate similarities and  Independently or in small groups, students use the
differences in texts on similar topics, Learning experience 2 other still images from the short film to analyse,
themes or plots  Are the narrative elements in short films similar to, or identify and describe the visual techniques.
different from, printed narratives?  Repeat the learning experience with other short films
Literacy
as required, either independently, in small groups, or as
Support notes
 Use interaction skills, varying a class.
conventions of spoken interactions  Examples of techniques used in moving images may  Students select one scene from the film to innovate.
such as voice, volume, tone, pitch and include: They will focus on one visual technique, e.g. colour, and

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pace, according to group size,  shot size to alter the scene, e.g. changing the colour from cool to
formality of interaction and needs  camera angle warm tones alters the mood.
and expertise of the audience  layout
Learning experience 2
 Use comprehension strategies to  frames
interpret and analyse information and  placement of elements Reflect on the films viewed as part of the previous learning
ideas, comparing content from a  salience experience. Select one and refer to the focus questions to
variety of textual sources including  composition support the teaching and learning.
media and digital texts  sequence of images.  Discuss the narrative structure of a short film.
 Analyse strategies authors use to  Additional information regarding the five semiotic  How is it similar to, or different from, a print
influence readers systems (visual, audio, gestural, spaction and linguistic) narrative?
 Use a range of software, including may be located in the First Steps Viewing resource  How does the audience learn about the character
word processing programs, learning book. through visual techniques (including audio)?
new functions as required to create  Re-cap narrative elements, such as characterisation,
texts setting, plot, conflict, resolution.
 Students analyse the narrative elements of one of the
short films by completing some or all of the following
activities.
 Annotate a still image from the film to identify and
explain the visual techniques used and what
information they provide about the character.
 Create a detailed character profile which includes
information about their physical description,
personality traits, relationships with other
characters, connection to the setting, dilemma
and/or conflict. Include details about how the

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author has communicated this information.

 Write a description of the setting/s and include
details about how the film maker communicated
this information.
 Create a plot profile of the events, including details
of character and setting. Highlight and explain
critical or important events. Include details about
how the film maker communicates this
information.

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Week 4 Text Summative Assessment (Appendix C)

Language  Imaginative text: narrative film (age-appropriate short Students watch the short film, Alike by Daniel Martinez Lara
film) and Rafa Cano Mendez. They answer a range of questions
 Understand how authors often in which they identify and discuss the ideas presented in
 Text structure and subject matter: social, cultural and
innovate on text structures and play the film and the development of character. Students
historical contexts
with language features to achieve identify and discuss the effects of visual techniques
 Language features: figurative language, information
particular aesthetic, humorous and (including audio) and provide an explanation of how visual
presented in various types of graphics
persuasive purposes and effects technique contributes to meaning and the viewer’s
 Engagement: enjoy, view, write, interpret, evaluate
Literature understanding.
Focus questions
 Identify, describe, and discuss Optional learning experience
 How are imaginative short films structured to engage
similarities and differences between The following learning experience is optional and can be
audiences and convey ideas?
texts, including those by the same used in addition to the summative assessment.
 What visual techniques are used in moving images and
author or illustrator, and evaluate Cross-curriulum connections can be made, e.g. Media Arts.
what is their effect on the viewer?
characteristics that define an author’s
individual style Students plan and create a short film.
 Brainstorm topics for short films, e.g. topics studied in
Literacy other learning areas, familiar topics, topics of interest,
 Analyse how text structures and books studied in class.
language features work together to  Create a storyboard for the short film or develop a plot
meet the purpose of a text line. Encourage students to consider:
 Use comprehension strategies to  narrative structure of the storyline
interpret and analyse information and  how they want the audience to react
ideas, comparing content from a  visual techniques to support audience response.
variety of textual sources including  Develop a character profile. How will you demonstrate
the features of the characters in a short-time frame or
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Week 5 Text Learning experience 1

Language  Persuasive text: discussions Select a range of persuasive texts to explore their purpose
 Text structure and subject matter: technical and and prepare students for the introduction of debates.
 Understand how ideas can be  Revise the text and language structures of persuasive
content information, wide range of topics of interest,
expanded and sharpened through texts by reading aloud, sharing and discussing a
topics being studied in other areas of the curriculum
careful choice of verbs, elaborated persuasive text with the class.
 Language features: complex sentences, unfamiliar
tenses and a range of adverb
technical vocabulary  Students compare a small range of persuasive texts in
groups/phrases
 Engagement: listen to, speak, view, read, write, small groups or individually, e.g. news articles;
 Investigate how vocabulary choices, expositions that represent different perspectives. They
interpret, evaluate, perform
including evaluative language can identify the persuasive devices.
express shades of meaning, feeling Focus questions  Students contribute examples of persuasive devices to
and opinion
Learning experience 1 add to a display or a digital pin up board.
Literacy  What is the purpose of a persuasive text?  Students rate the persuasive texts from least to most
effective. In groups they discuss and develop criteria for
 Use interaction skills, varying Learning experience 2 evaluation.
conventions of spoken interactions  How can the effectiveness of arguments be  Engage in a discussion or write a response to a
such as voice, volume, tone, pitch and strengthened in order to persuade? persuasive text answering the following questions.
pace, according to group size,  How can a position be presented, either for or against,  What issue is being discussed?
formality of interaction and needs a topic?  What is the perspective of the author?
and expertise of audience  What are the protocols for engaging in a respectful  What devices does the author use to persuade the
 Compare texts including media texts debate? reader?
that represent ideas and events in  What personal connections or opinions do you
different ways, explaining the effects have about the topic?
of the different approaches Support notes Learning experience 2
 Plan, rehearse and deliver
presentations, selecting and  Listening responses include how to respond Show students a debate (Appendix A).

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Week 6 Text Learning experience 1

Language  Persuasive text: discussions Provide students with examples of persuasive texts using
 Text structure and subject matter: technical and the focus questions to guide the teaching and learning.
 Investigate how vocabulary choices,  Elicit students’ prior knowledge about persuasive
content information, wide range of topics of interest,
including evaluative language can devices and revise their understandings.
topics being studied in other areas of the curriculum
express shades of meaning, feeling
 Language features: complex sentences, unfamiliar  Read and deconstruct a range of persuasive texts in
and opinion
technical vocabulary order to analyse:
 Understand the uses of commas to  text structures
 Engagement: listen to, read, write, create, interpret,
separate clauses  language features/persuasive devices
evaluate
 Investigate how complex sentences  vocabulary choices (technical and content
can be used in a variety of ways to Focus questions language).
elaborate, extend and explain ideas  Students analyse a range of persuasive texts.
Learning experiences 1 and 3
Literacy  What is the purpose of a persuasive text?  Identify writers’ positions, the arguments for or
against, and evaluate the effectiveness of the
 How can the effectiveness of arguments be
 Compare texts including media texts arguments.
strengthened in order to persuade?
that represent ideas and events in  Identify examples of persuasive devices, record the
 How can a position be presented, either for or against,
different ways, explaining the effects example, label, and describe the effect.
a topic?
of the different approaches  Discuss and share examples with peers, highlight or
 What are the protocols for engaging in a respectful
 Use a range of software, including add any missed examples.
debate?
word processing programs, learning  Introduce and define evaluative language. Create a list
new functions as required to create Learning experience 2 of words which indicate either positive or negative
texts  How can grammar usage support and extend evaluative language.
 Use comprehension strategies to persuasive texts?  Students use examples from the text and create
interpret and analyse information and sentences or statements which communicate a positive
Support notes
ideas, comparing content from a or negative evaluative opinion.
variety of textual sources including  Intended audience, writer position and arguments are
Learning experience 2
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Week 7 Text Learning experience 1

Language  Persuasive text: discussions Show students a video or provide them with a topic as a
 Text structure and subject matter: technical and stimulus for writing a persuasive letter or email. Persuasive
 Investigate how vocabulary choices, letter or email assessment task (Appendix A).
content information, wide range of topics of interest,
including evaluative language can  Provide students with a range of articles in relation to
topics being studied in other areas of the curriculum
express shades of meaning, feeling and the safe use of technology.
 Language features: complex sentences, unfamiliar
opinion
technical vocabulary  Discuss the data, facts and figures in the articles.
 Identify and explain how analytical
 Engagement: view, read, write, interpret, evaluate  Students use a graphic organiser to record the data,
images like figures, tables, diagrams,
facts and figures in the articles.
maps and graphs contribute to our Focus questions  Provide students with a range of topics or arguments,
understanding of verbal information in
Learning experiences 1 and 2 for or against, e.g. ‘Western Australia’s new law for
factual and persuasive texts
 What is the purpose of a persuasive discussion? phone use while driving is necessary to maintain road
 Understand the uses of commas to
 How can the effectiveness of arguments be safety’. Some activities include the following.
separate clauses
strengthened in order to persuade?  Separate the class into two groups to develop
Literacy arguments for or against, and engage in an
 How can a position be presented, either for or against,
informal debate.
a topic?
 Plan, draft and publish imaginative,  Students work individually to develop arguments
 What are the protocols for engaging in a respectful
informative and persuasive texts, for each view.
debate?
choosing and experimenting wih text  Students work in pairs or small groups and have
structures, language features, images Suggested assessment point constructive discussions about the topic.
and digital resources appropriate to  Students interview class members to gather
purpose and audience Learning experience 2 may be used as a formative or ‘community responses’ to the topic.
 Re-read and edit students’ own and summative assessment (Appendix A).
others’ work using agreed criteria and Learning experience 2
explaining editing choices Brightpath resources may be used as a tool to support
teachers in formatively and/or summatively assessing Explain to students that they will be watching a video,
Draft | English | Year 6 | Teaching and Learning Exemplar | Term 4 102
Draft | English | Year 6 | Teaching and Learning Exemplar | Term 4 103
 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

Week 8 Text Learning experience 1

Language  Informative/persuasive text: procedure Students are to plan, draft and publish a persuasive
 Text structure and subject matter: technical and procedure to help other students in the school to be cyber
 Investigate how vocabulary choices, safe. They may work independently, in pairs or small
content information, wide range of topics of interest,
including evaluative language can groups to create a text for another class, year group, whole
topics being studied in other areas of the curriculum
express shades of meaning, feeling school (library), or to publish on the school website or
 Audience: peers and teachers from other classes and
and opinion social media page.
schools, face-to-face and online/virtual environments
 Identify and explain how analytical  Discuss with students, the audience, purpose and form
 Language features: unfamiliar technical vocabulary,
images like figures, tables, diagrams, of the procedure.
information presented in various types of graphics
maps and graphs contribute to our  Discuss the purpose, e.g. persuade, inform or
 Engagement: speak, write, create, present
understanding of verbal information entertain.
in factual and persuasive texts Focus questions  Discuss the target audience, e.g. how will the target
 Understand how ideas can be audience affect the form and language features?
expanded and sharpened through  How can a procedure be persuasive?
How will the text be different for parents on the
careful choice of verbs, elaborated social media page to one for Pre-primary students?
Suggested assessment point
tenses and a range of adverb  Negotiate the form with students, e.g. what is best
groups/phrases This activity may be used as a formative or summative for the purpose and audience? For Pre-primary, it
assessment. may be a puppet play or a colourful poster. For
Literacy
 Plan, draft and present a procedural text to persuade parents, it may be more factual with statistics and
 Plan, draft and publish imaginative, and inform other students (or their parents) to be graphs.
informative and persuasive texts, cyber safe. Discuss with your teacher who your  Connect with students’ prior knowledge by viewing
choosing and experimenting with text audience will be and negotiate the form it could take. other procedural texts designed to change a behaviour
structures, language features, images Some ideas include a poster, a TV type advert, a (Appendix A).
and digital resources appropriate to brochure, a poster, a song, a poem, or a presentation.  Students complete the suggested assessment point as
 Use the negotiated criteria to assess your work.

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 4 104

 Western Australian
Teaching and learning intentions Learning experiences
curriculum content

purpose and audience either a learning experience or formative or summative

 Analyse strategies used by authors to assessment. Guide the students to plan, draft, edit and
influence readers publish their texts. Where possible provide a real
 Use a range of software, including purpose and audience.
word processing programs, learning  Discuss how the text needs to be engaging as well
new functions as required to create as informative and persuasive.
texts  Review knowledge of persuasive devices, such as
referring to experts, emotional language, inclusive
language and rhetoric.
 Negotiate the criteria for self- and
peer-assessment, and what needs to be included.

Draft | English | Year 6 | Teaching and Learning Exemplar | Term 4 105

APPENDIX A:
RESOURCES

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 106

Resources
 First Steps Literacy: Viewing, reading, speaking and listening, and writing resource books.
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
 A new grammar companion for teachers, Beverly Derewianka

Term 1

Weeks Teacher resource

1–2
 First Steps Speaking and listening map of development and Resource books for
extensive support and further ideas.

Weeks Websites
3–4
 The Australian Research Institute for Environment and Sustainability
http://aries.mq.edu.au/projects/our-place/
 Culture Victoria. Baranjuk: Creation Stories
https://cv.vic.gov.au/stories/aboriginal-culture/land-and-spirit/baranjuk-creation-
stories/
 ABC News. How to learn the name of the Indigenous language of the land on which
you live
https://www.abc.net.au/news/2020-05-31/learn-the-name-of-the-indigenous-
language-of-the-land-you-live/12252006
 ABC Word Up Podcast.
https://www.abc.net.au/radionational/programs/wordup/ (podcast word up
Aboriginal language)
 Queensland Curriculum and Assessment Authority. Storytelling in Aboriginal and
Torres Strait Islander cultures
https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander-
perspectives/resources/storytelling

Books

 Walley, Alton. Norn and Kaarda.

 Walley, Alton. Yonga and Waitch.
 Murphy, Aunty Joy & Kelly, Andrew. Wilam.
 Green, Moda. The echidna and the shade tree.
 Dolumyu, Jacko & Jandany, Hector. The bat and the crocodile.
 Lirrmiyarri Mung Mung, George. How the kangaroos got their tails.
 Dreise, Gregg. Kookoo kookaburra.
 Albert, Mary. How the birds got their colours.
 Greene, Gracie, Tramacchi, Joe & Gill, Lucille. Tjarany roughtail.
 Secombe, Titta. Marngrook: The long-ago story of Aussie rules.
 Garlil Christopherson, Jane. Kakadu calling.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 107

 Websites

 Community Arts Network, Djinda Djinda Kanangoor

http://www.canwa.com.au/offering/djinda-djinda-noongar-lullabies/2019-10-05/
 Dreamtime: Discover stories of creation from Australia’s First Peoples
https://dreamtime.net.au
 Kaartdijin Noongar – Noongar Knowledge: Language
https://www.noongarculture.org.au/language/

Teacher resource

 Reading Australia: Primary – Tjarany Roughtail

https://readingaustralia.com.au/books/tjarany-roughtail/

Week 5 Websites

 The Children’s Book Council of Australia: Reading Time

http://readingtime.com.au/category/reviews/

 Australian Council on Children and Media: Movie Reviews

https://childrenandmedia.org.au/movie-reviews/

Stimulus video

 Behind the news, ABC https://www.abc.net.au/btn/classroom/kid-critics/10538184

Teachers must select and censor reviews and information as appropriate.

Week 6  Year 6 sample assessment task: Bubbling with possibility, School Curriculum and
Standards Authority website
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0007/408229/English-
Viewing-Year-6-Sample-Assessment-Task-Bubbling-with-possibility.PDF

Week 7 Websites (Feature articles)

 Kids News www.kidsnews.com.au

 ABC Education, News and Articles https://education.abc.net.au/newsandarticles
 Behind the news https://www.abc.net.au/btn/

Weeks Websites
6-8
 Year 6 sample assessment task: Sell it, School Curriculum and Standards Authority
website
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/459417/English-
Speaking-and-Listening-Year-6-Sample-Assessment-Task-Sell-it.pdf

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 108

 Term 2

Weeks Novel suggestions

1–6
 Murpurgo, Michael. In the mouth of the wolf.
 Murphy, Sally. Worse things.
 Pennypacker, Sara. Here in the real world.
 Wang, Gabrielle. A ghost in my suitcase.
 Twain, Mark. The adventures of Tom Sawyer.
 McDonald, Meme & Pryor, Boori Monty. My Gurragundji.
 Palacio, R.J. Wonder.
 Morgan, Sally. Sister Heart.

Website for novel suggestions

 Reading Australia https://readingaustralia.com.au/level/primary/

Picture book suggestions for non-stereotypical characters

 McKinlay, Meg. No bears.

 Yolen, Jane. Not all princesses dress in pink
 Hoffman, Mary. Amazing Grace.
 Munsch, Robert. The paper bag princess.
 Negley, Keith. Tough guys (have feelings too).

Resources

 Reading journal
 Exposition from The amazing Spencer Gray
 Task related to The amazing Spencer Gray
 Formative assessment tool for task on The amazing Spencer Gray

Teacher resources

 DIRDS. Burke 200. First Steps: Reading map of development, page 214
 Plotting the plot. Burke 2000. First Steps Reading map of development, page 259
 Layne, Steven L. Igniting a passion for reading.
 Layne, Steven L. In defense of read-aloud.
 Online resources for text suggestions and teaching notes:
 https://www.fremantlepress.com.au/classroom-express
 https://readingaustralia.com.au/level/primary/
 https://readingaustralia.com.au/level/secondary/?post_type=book

Novels for assessment

 Fitzpatrick, Deb. The amazing Spencer Gray

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 109

  Paterson, Katherine. Bridge to Terebithia
 Hiaasen, Carl. Hoot

Assessment – Appendix B Exploring exposition

Weeks  School Curriculum and Standards Authority. Year 6 sample assessment task: Sell it!
7–8 https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/459417/English-
Speaking-and-Listening-Year-6-Sample-Assessment-Task-Sell-it.PDF

Websites

 Radio Centre – radio archive (listen to options prior to lesson)

http://www.radiocentre.org/adfinder/
 Sandbox – television advertisements archive (view options prior to lesson)
https://thesandbox.com.au/portfolio_category/tv-commercials/

Term 3

Weeks Some poet suggestions for bush ballads

1–4
 Banjo Patterson
 Henry Lawson
 S.K. Kelen
 C.J. Dennis
 Dorothea MacKellar

Websites

 Australian poetry library

https://www.poetrylibrary.edu.au/poems-poetic-form/bush-ballads
 Australian Geographic
https://www.australiangeographic.com.au/topics/history-culture/2014/02/top-10-
iconic-banjo-paterson-ballads/
 Australian children’s poetry
https://australianchildrenspoetry.com.au/
 Poetry foundation
https://www.poetryfoundation.org/poems/
browse#page=1&sort_by=recently_added&filter_poetry_children=1
 Kenn Nesbitt’s poetry 4 kids
https://www.poetry4kids.com/

Books

 Poetry by heart – a treasury of poems to read aloud by Blake, Julie., Dixon, Mike.,
Motion, Andrew., and Sprackland, Jean
 Guwayu – for all times, a collection of first nations poems, Leane, Jeanine (Editor)

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 110

 Teacher resource

 Model for inquiry learning. First Steps Speaking and listening resource book (2013),
page 34.

Weeks Websites
5–6
 National Geographic Kids
https://www.natgeokids.com/uk/category/discover/science/
 Kids News. A variety of topics are available with some examples linked below.
https://www.kidsnews.com.au/science
https://www.kidsnews.com.au/weather
https://www.kidsnews.com.au/technology
 Behind the news, ABC https://www.abc.net.au/btn/geography/10554198

Weeks Books
7–8
 Landing with wings, Trace Balla
 Sand swimmers, Narelle Oliver
 Stone age boy, Satoshi Kitamura

Teacher resource

 Online Library. Hybrid text: An engaging genre to teach content area material across
the curriculum https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/trtr.1560

Term 4

Weeks Some suggested author-illustrators

1–2
 Shaun Tan
 Matt Ottley
 Frané Lessac
 James Foley

Teacher resource

Five semiotic systems. First Steps Viewing resource book, 2013. pages 122–158

Weeks Website for short story or films (do not show the film Alike as this will be used as part
3–4 of the assessment, Appendix C)

 The literacy shed https://www.literacyshed.com/the-great-animations-shed.html

 The kids should see this
https://thekidshouldseethis.com/
 Campos, Clémentine. Patouille.
 Bidinger, Michael & Kwon, Michelle. Jinxy Jenkins and Lucky Lou.
 Joyce, William. The fantastic flying books of Mr. Morris Lessmore.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 111

  Vimeo
 Soar https://vimeo.com/238243614

Assessment – Appendix C Short film

Note: some of these videos have not been classified by the Australian Classification
Board and should be previewed by the teacher and selected with the cohort of students
and the schools context in mind.

Suggested applications to create 2D and 3D animations

 5 free animation apps that are really good

https://www.youtube.com/watch?v=zpNvnqy8u6U
 10 best animation makers for kids to have fun
https://filmora.wondershare.com/animated-video/best-animation-makers-for-kids-
to-have-fun.html
 Adobe Anime, Animaker Class, Windows Movie Makeer, Binumi, Adobe Spark,
Toontastic 3D, iMovie, Flip Book, Blendr

Week 5 Websites

 Debating championships http://www.abc.net.au/btn/story/s4239961.htm

 Year 5 demonstration debate https://www.debatingsa.com.au/year-5-
demonstration-debate/
 Years 5 & 6 Debating Challenge: https://www.artsunit.nsw.edu.au/speaking-
competitions/debating/years-56-debating-challenge-0

Week 7  School Curriculum and Standards Authority. Year 6 sample assessment task:
Persuasive letter/email.
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0005/484385/English-
Year-6-Moderation-Task.PDF

Week 8 Websites

 Sun smart, campaign videos https://www.sunsmart.com.au/tools/videos

 Kids safe WA http://www.kidsafewa.com.au/publications-posters

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 112

Exploring conversations – think of a conversation you may have with these people and think how some aspects of your speech may change.

Your best friend Your parents Your teacher The principal A local dignitary

Vocabulary

Tone of voice

Pitch

Pace

Formality

Needs of the audience

Other considerations, such

as body language

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 113

Exploring Aboriginal vocabulary

Word used in the text What do you think it means? What clues were in the text?

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 114

Example Reading journal

Title and Author:

Before reading/Predicting

Do you have questions about the text before

you start to read?
Skim and scan the book to identify:
 the purpose of the text
 the text type.
Who may read this and why? What may
interest a reader?

During reading/predicting

Make ongoing predictions about the text as you Confirm and review your predictions as you
read. read.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 115

 During and after reading

Ideas from the text. What did this make you think about?
 What will you remember about the text?  make connections – text to self, another
 What do you want to find out more about? text, world
 What do you need to clarify?  ask questions
 What was puzzling?  visualise
 What surprised you?  infer
 What did you need to re-read? Why?
 What are you curious about?

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 116

 Evaluating

Write a brief summary of the text.

What is your opinion of this text? Explain your

thoughts.

What makes it appealing/not appealing?

Think about:
 language features
 text structure
 vocabulary
 images
 content
 personal connections.

How is it the same or different from other texts

you have read:
• by the same author?
• on the same topic?
• with a similar theme?

Who would you recommend this text to? Why?

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 117

Sentence starters for the journal

Making predictions

 I predict …
 I wonder if …
 By looking at the front cover, I think … (contents page, skimming and scanning the book,
pictures)

Making connections

 This reminds me of …
 This character reminds me of …
 This book/character is similar to …
 By making the connection … I was able to understand …
 This text is similar to …
 … makes me think about …
 Another text with similar information is … (ideas, characters, settings)

Self-questioning

 I wonder … (why, who, what, when, where, how, if …)

 Does … ?
 I don’t understand why …
 Why does … ?
 Why did the author … ?

Creating images

 I pictured …
 I imagined …
 I visualised …
 The word … makes me think of …
 The part of the text … describes …
 The description of … makes me see …

Opinion

 In my opinion …
 I would recommend this book because …
 I liked this book; however, …
 This book would be suitable for …
 The best thing about …
 The characters in this text … (setting , plot, images, vocabulary)
 I found this book difficult because …

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 118

Inferring

 I infer …
 I think that the word … means … because …
 I believe that this means …
 The author is hinting at …
 By using my background knowledge about … I infer …
 Although the text doesn’t say it directly, I think …
 The images hint at …
 The images add information that help me infer…

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 119

Part 1: The Amazing Spencer Gray

Exposition One: the opening of The Amazing Spencer Gray by Deb Fitzpatrick.

Spencer Gray reckoned the first few minutes were always the hardest. His legs hurt, his lungs hurt,
his breath was thin and hot. Bones jarred as feet met the ground. He could so easily stop.

Then, after he’d gone a couple hundred metres, Spencer would begin to find his rhythm, with his feet
hitting the ground like the beat of a couple of drums. His breathing smoothed, and the air didn’t rasp
so drily over the back of his throat. His breaths would match his feet – in, in, out. In, in, out. They
began to fit one another: breath and feet. In, in, out. In, in, out.

Stay at the front, Spencer.

And his feet would push off the earth, rather than uncomfortably slapping down on it. He would feel
his feet actively using the ground to make the next stride strong and long.

In, in, out.

In, in, out.

In, in, out.

In, in, out.

If Spencer was going to get a stitch, he’d begin to feel it around then, pulling in his side. Like a zip
being yanked up and down, over and over, up and down, up and down. That was when he’d push his
thumb right into the pain, deep into it, try to almost press it away. At the same time, he’d close his
mouth and suck air in through his nose, and push it out the same way. It was much harder to get
enough air in that way, but it was the only way to kill a stitch. Spencer would want to open his gob
and greedily suck in all the oxygen he needed, but he knew that if he did, the stitch would get him in
the end.

It will pass, Spencer. Push through it, push through.

Give me a break, he’d want to shout; let me stop now!

But there was no stopping, Spencer knew that. You couldn’t stop. You kept at it, and afterwards,
after all the pain had gone and your body glowed with the effort of it, you realised what you’d done;
how far you’d gone; how hard it had been, and how worth it.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 120

1. What is the main character doing and how do you know?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Circle the word that best describes the main character?

 determined
 lazy
 enthusiastic
 stubborn
 brave
 cowardly
 other ___________________

Explain why you chose that word. Give reasons for your choice.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Give an example of repetition from the text. Why has the author used this language feature?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 121

4. Why do you think the author has used the words ‘jarred’, ‘rasp’, ‘slapping’ and ‘yanked’ in the
story and what is the effect of these words?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. ‘Stay at the front, Spencer’. Who is saying this and why?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. There are two statements in the text that are written in italics. This is a language feature authors
use. Explain why the author has used italics for these two particular statements.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 122

7. Identify other language features. Give examples and explain the effect of the language features.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

8. Based on the title of the book and the exposition you have read, make predictions about the
remainder of this book. Consider what has been revealed about the characters, setting, conflict,
plot, and the author’s style and use of language.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 123

 Formative assessment tool
The amazing Spencer Gray 
Question 1: What is the main character doing and how do you know?
Explains how they know the main character is running and uses evidence from
the text to clearly support their explanation.
Identifies the main character is running and provides evidence from the text.
Identifies the main character is running.
Question 2: Which word best describes the main character? Explain why you
chose that word. Give reasons for your choice.
Selects an appropriate word to describe the main character and gives relevant
and/or accurate reasons for their choice using evidence from the text.
Selects an appropriate word to describe the main character and gives reasons
for their choice using evidence from the text.
Selects an appropriate word to describe the main character and gives a reason
for their choice.
Selects an appropriate word.
Question 3: Give an example of repetition from the text. Why has the author
used this language feature?
Provides an example of repetition and accurately explains the effect, or
explains in detail.
Provides an example of repetition and attempts to explain why the author
may have used it.
Provides an example of repetition.
Question 4: Why do you think the author has used the words ‘jarred’, ‘rasp’,
‘slapping’ and ‘yanked’ in the story and what is the effect of these words?
Explains how the use of specific vocabulary enhances the story and the
reader’s response to the character/events.
Identifies that the use of vocabulary enhances the story and the reader’s
response to the character/events.
Identifies the relationship between the vocabulary and the theme of running.
Recognises that verbs make the writing more interesting.
Question 5: Stay at the front, Spencer. Who is saying this and why?
Identifies the use of italics to represent Spencer Gray and provides an
explanation of the dialogue’s purpose.
Identifies the use of italics to represent Spencer Gray.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 124

 Question 6: There are two statements in the text that are written in italics.
This is a language feature that authors use. Explain why the author has used
italics for these two particular statements.
Identifies the use of italics to represent inner dialogue and provides a detailed
explanation of the purpose of inner dialogue.
Identifies the use of italics to represent inner dialogue and provides an
explanation of the purpose of inner dialogue.
Identifies the use of italics to represent inner dialogue.
Identifies the use of italics to suggest a change in the description.

Question 7: Identify other language features. Give examples and explain the
effect of the language features.

Accurately identifies examples of language features and provides an accurate

and detailed explanation of its effect.

Accurately identifies an example/examples of language features and provides

an explanation of its effect.

Identifies an example/examples of a language feature.

Question 8: Based on the title of the book and the exposition you have read,
make predictions about the remainder of this book. Consider what has been
revealed about the characters, setting, conflict, plot, and the author’s style
and use of language.

Makes insightful predictions about possible events and/or conflict in

forthcoming chapters. Considers how the character and setting may be
further developed and/or comments on language and style.

Makes plausible predictions about possible events and/or conflict in

forthcoming chapters. Considers some aspects of how character and setting
may be further developed and/or may make some comments on aspects of
language and style.

Makes predictions about possible events and/or conflict in forthcoming

chapters. Mentions character and/or setting and may comment on some
examples of language or style.

Provides some comments about what may occur in the remainder of the
book.

Teacher feedback:

Student self-evaluation:

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 125

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 126
Interview with Mulga Bill

Answer the questions as if you were Mulga Bill. Give as much detail as you can.

1. Introduce yourself, and tell us something about your life and where you live.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Why did you take up cycling?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Describe what happened the day you first rode your new bike.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Will you ride again? Why?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 127

5. Do you think bicycle riding has a big future?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. What advice do you have for anyone who may want to take up cycling?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

7.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 128

Retrieval chart for poetic devices

Find examples of poetic devices in this poem and explain their effect on the reader.

Example from
Poetic device Definition Effect in this poem
this poem

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 129

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 130
Comparison of two poems

Chose two poems by the same poet and write an extended response that compares them. In your
response, explain:
 the meaning of both poems
 the text and language features of both poems that are similar or different
 what features represent the author’s style
 which one of these poems you prefer and why.

Notes only Poem 1 Poem 2

(paragraph 1)
Meaning of each
poem

(paragraphs 2 and 3)
Features of each
poem:
topic
settings
characters

Language features
vocabulary
other

Identify the
similarities that you
think represent this
author’s style of
writing

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 131

APPENDIX B:
ASSESSMENT
EXEMPLAR 1
Exploring expositions

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix A 132

Achievement standard
Note: areas assessed through the sample assessment task are indicated in bold.

Reading and Viewing

At Standard, students understand how the use of text structures can achieve particular effects.
They analyse and explain how language features, images and vocabulary are used by different
authors to represent ideas, characters and events. Students compare and analyse information in
different and complex texts, explaining literal and implied meaning. They select and use evidence
from a text to explain their response to it.

Writing and Creating

Students understand how language features and language patterns can be used for emphasis. They
show how specific details can be used to support a point of view. They explain how their choices of
language features and images are used. Students create detailed texts elaborating on key ideas for
a range of purposes and audiences. They demonstrate an understanding of grammar, and make
considered vocabulary choices to enhance cohesion and structure in their writing. They use
accurate spelling and punctuation for clarity, and make and explain editorial choices based on
criteria.

Speaking and Listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how
language features and language patterns can be used for emphasis. Students show how specific
details can be used to support a point of view. They explain how their choices of language features
and images are used. Students create detailed texts elaborating on key ideas for a range of purposes
and audiences. They make presentations and contribute actively to class and group discussions, using
a variety of strategies for effect.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 133

Assessment task
Title of task

Exploring expositions

Task details

Description of task Students will explore the role of expositions in novels and analyse the
language features and conventions in the expositions from two novels;
Bridge to Terabithia by Katherine Paterson and Hoot by Carl Hiaasen.
The expositions will be considered separately and students will complete
short answer questions for each one, before completing a comparative
task.

Type of assessment Formative and summative

Purpose of assessment To assess students’ ability to comprehend, interpret, analyse and

compare written texts

Evidence to be collected Written responses

Suggested time Minimum time to complete all 4 parts of the task: 4 x 50–60 minute
lessons.

Recommended time allocation: 9 x 50–60 minute lessons.

Content descriptions

Content from the Western Australian curriculum

Literacy

Analyse how text structures and language features work together to meet the purpose of a text

Analyse strategies authors use to influence readers

Use comprehension strategies to interpret and analyse information and ideas, comparing content
from a variety of textual sources including media and digital texts

Literature

Identify and explain how choices in language, for example modality, emphasis, repetition and
metaphor, influence personal responses to a text

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 134

Task preparation

Prior learning

This task is scheduled to be started in Term 2, in Week 4 as part of the Year 6 Teaching and Learning
Exemplar. The exemplar sets out prior teaching and learning to take place in Term 2 weeks 1–4 and
includes:
 expositions, and the role of expositions in narratives, i.e. to introduce central characters, setting,
plot, conflict, style of writing
 language features, such as
 modality, emphasis, repetition, metaphor (Year 6)
 imagery, e.g. simile, metaphor, personification (Year 5)
 nonsense words, spoonerisms, neologisms, puns (Year 4)
 rhythm, onomatopoeia (Year 3), and how these features are used by authors to achieve a
particular purpose or effect.
 purpose and audience as demonstrated in a range of imaginative texts, particularly novels
 how the use of vocabulary and language features create representations of ideas, characters and
events
 strategies to interpret, analyse and compare a range of texts and text types.

Assessment task

Assessment conditions

Individual, in-class assessments

Differentiation

Teachers should differentiate their teaching and assessment to meet the specific learning needs of
their students, based on their level of readiness to learn and their need to be challenged. Where
appropriate, teachers may either scaffold or extend the scope of the assessment tasks.

Resources

Provided resources

 Bridge to Terebithia, Katherine Paterson (pages 1–7)

 Hoot, Carl Hiaasen (pages 1–3)

Provided resources

 lined paper for the extended response

 task questions, marking keys and task specific assessment pointers

Suggested professional reading resources for teachers

 First Steps Reading resource book

 Igniting a passion for reading, Steven L. Layne
 In defense of read-aloud, Steven L. Layne

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 135

 Online resources for text suggestions and teaching notes
https://www.fremantlepress.com.au/classroom-express
https://readingaustralia.com.au/level/primary/
https://readingaustralia.com.au/level/secondary/?post_type=book

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 136

Exploring expositions
Instructions for teacher

Lesson one

Provide students with the exposition (pages 1–7) from Bridge to Terebithia.

1. Read the text aloud and provide students the time to read it independently.

2. Ask students to reflect on their reading, choosing from a range of independent activities, such as:
 making notes in a reflective reading journal using before, during and after reading prompts
(Appendix A)
 identifying, highlighting and/or recording any examples of language features
 visualising the characters and/or setting described by completing a quick sketch or making
notes.

3. Discuss the text as a whole class, in small groups or in pairs, and have students consider how it
functions as an exposition to the novel. Consider what the exposition reveals about the text, e.g.
characters, setting, conflict, themes.

4. Allow students to take notes during the discussion or write a brief reflection afterwards.

Lesson two

Provide students with the exposition (pages 1–7) and assessment task for Bridge to Terebithia.
Explain the requirements and give them the opportunity to ask questions before starting the task.

1. Allow approximately one hour.

2. Students may review their notes from Lesson one.

3. Collect students answers and review briefly in order to gain formative information about student
achievement.
Note: students will be using their answers for this task when writing the comparison task.
Therefore feedback to students needs to be considered carefully and noted for assessment.

Lesson three

Lead a discussion and reflection with the class on the Bridge to Terebithia exposition (Lesson one).

1. Provide general formative feedback to the whole class based on teacher observations about
student responses.

2. Provide students with the exposition (pages 1–3) from Hoot.

3. Read the text aloud and provide students time to read it independently.

4. Allow students to reflect on their reading by choosing from a range of independent activities,
such as:

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 137

  making notes in a reflective reading journal using before, during and after reading prompts
(Appendix A)
 identifying, highlighting and/or recording any examples of language features
 visualising the characters or setting described by completing a quick sketch or by making
notes.

5. Discuss the text as a whole class, in small groups or in pairs and have students consider how it
functions as an exposition to the novel. Consider what the exposition reveals about the text, e.g.
characters, setting, conflict, themes.

6. Allow students to take notes during the discussion or write a brief reflection afterwards.

Lesson four

Provide students with the exposition (pages 1–3) and assessment task for Hoot. Clarify the
requirements and give them the opportunity to ask questions before starting the task.

1. Allow approximately one hour.

2. Students may review their notes from Lesson three.

3. Collect students answers and review briefly in order to gain formative information about
students’ achievement.
Note: students will be using their answers for this task when writing the comparison task.
Therefore feedback to students needs to be considered carefully and noted when assessing.

Lessons five to eight

Plan for the written comparison of Bridge to Terabithia and Hoot.

1. Optional: Teachers may choose to use two of the expositions previously studied in class to model
a comparison and written response.

2. Ensure students have copies of both expositions, their notes and their responses to the texts.

3. Lead a discussion with students about the comparative task, deconstructing the question and
getting students to identify points of comparison and make notes. Group discussion and
note-making in this lesson is advisable.

4. Give students the opportunity to read the question independently and ask questions. They may
use the graphic organiser provided or another note-making format to compare the two texts or
the two running characters.

Lesson nine

Written comparison of Bridge to Terabithia and Hoot.

1. Allow students time to independently plan, using the scaffold or graphic organiser they are
familiar with, and write the comparison.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 138

Instructions to students
You will be reading two expositions and answering a series of questions on each one. Once this is
complete, you will plan for and write a comparison of the expositions on how the authors describe
the scenes where the characters are running, and make readers interested in what is happening in
each story.

Parts one and two: Bridge to Terebithia and Hoot

1. Read the expositions, and complete activities.

2. Complete the question sheets with as much information as you can to show your understanding.
You may use any notes or activities you have completed (your teacher will direct you to this).

Part three: Comparison of the two texts

1. Plan for the extended response using the outline provided by your teacher.

2. Use this plan, any notes you have taken and the answers you have given to Parts one and two, to
help you answer the following question.

Compare the descriptions of the person running in each of the two extracts. How have the
authors described the running, and made readers interested in what is happening in each story?
Consider the following:
 characterisation
 language features
 vocabulary
 setting
 events/plot.

3. Check and edit your work before handing it in.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 139

Part one: Bridge to Terebithia

1. Why is Jesse determined to be the fastest runner?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What do these other characters think about Jesse? Give evidence from the text.

May Belle:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Ellie:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 140

3. We are given an insight into the characters of Momma and Dad. What do we learn about these
characters? Why did the author choose to include this information?

Momma:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Dad:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Authors use language features for a range of purposes. Find examples of language features in the
text to complete the table below.

Language feature Quote from text Effect/Purpose

repetition

simile

sarcasm

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 141

5. Choose the character that you have the greatest emotional response or opinion towards. How
has the author influenced you to feel this way?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. Based on what you have read in this extract, which details do you believe will be important to
the novel?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 142

 Assessment tool
Part one: Bridge to Terabithia 
Question 1: Why is Jesse determined to be the fastest runner?
Strong answers might mention his desire to redefine himself as other than
the crazy kid who draws, to be the best at something, or to make his Dad
proud.
Identifies and discusses Jesse’s personal desire to be the fastest runner and
provides clear text references to justify response.
Identifies Jesse’s personal desire to be the fastest runner and provides
specific evidence from the text.
Provides a reason with some general evidence from the text.
Provides a general response.
Question 2: What do these other characters think about Jesse? Give
evidence from the text.
Provides an accurate and detailed explanation of the characters’ relationship
to Jesse and uses evidence from the text to support their explanation.
Provides an accurate explanation of the characters’ relationship to Jesse and
uses evidence from the text to support their explanation.
Provides a simple explanation of the characters’ relationship to Jesse and
uses some evidence from the text.
Provides a general statement.
Question 3: We are given an insight into the characters of Momma and
Dad. What do we learn about these characters? Why did the author
choose to include this information?
Infers details about the characters from the text and provides an explanation
about how this information positions/influences the reader.
Infers details about the characters from the text and provides some
reasoning as to why it is included.
Identifies literal and implied details about the characters from the text and
describes what the information tells the reader about the characters.
Identifies some literal and implied details about the characters from the
text.
Question 4: Authors use language features for a range of purposes. Find
examples of language features in the text to complete the table below.
Identifies a range of language features using examples from the text and
provides an accurate and detailed explanation of their effect/purpose.
Identifies some language features using examples from the text and
provides an explanation of their effect/purpose.
Identifies some language features using examples from the text.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 143

 Question 5: Choose the character that you have the greatest emotional
response or opinion towards. How has the author influenced you to feel
this way?
Selects a character and discusses, in detail, their response to/opinion of, the
character, supporting their response with an explanation of the features the
author used to influence their response/opinion.
Selects a character and discusses their response to/opinion of, the character
and provides some explanation of the features the author used to influence
their response/opinion.
Selects a character and discusses their response to/opinion of, the
character.
Makes a general statement.
Question 6: Based on what you have read in this extract, which details do
you believe will be important to the novel?
Uses specific evidence from the text to make inferences about characters,
and/or plot and/or setting, conflict etc.
Draws on some evidence from the text to make inferences about the text.
Makes a general statement about the characters or actions of the novel.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 144

Part two: Hoot

1. What sort of character is Dana? What clues does the author give?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

a. Think about the strange boy who is running. Who could he be? Why is he running?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

b. Is the strange boy likely to be a protagonist (hero) or antagonist (villain)? Why do you think this?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. The author has positioned the audience to be curious about the strange boy. How has the author
done this?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 145

3. Authors use language features for a range of purposes. Find examples of language features in the
text to complete the table below.

Language feature Quote from text Effect/Purpose

repetition

simile

sarcasm/humour

4. Describe the settings that are included in this extract and whether you believe those settings will,
or will not be significant to the remainder of the novel and why.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 146

5. Based on the title of the novel and the extract, make predictions about the ongoing plot,
characters, conflict, setting, theme and style of this novel, as well as a suggested audience.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 147

 Assessment tool
Part two: Hoot 
Question 1: What sort of character is Dana? What clues does the author
give?
Discusses the character of Dana using both literal and implied information,
and provides clear, relevant evidence from the text.
Discusses some of the literal and implied characteristics of Dana with some
evidence from the text.
Provides a literal description of the character of Dana and includes literal
examples from the text.
Question 2: Think about the strange boy who is running. Who could he be?
Why is he running?
Makes plausible and relevant inferences about the character, using a range
of information from the text to justify their response.
Makes a plausible and relevant prediction about the character, referencing
some information from the text.
Provides a simple prediction about the character referring to some
information from the text.
Question 3: The author has positioned the audience to be curious about
the strange boy. How has the author done this?
Explains in detail, a range of features or moments the author has used to
position the audience to be curious about the character and explains how
this was achieved.
Identifies a number of features or moments the author has used to position
the audience to be curious about the character and explains how this was
achieved.
Generally refers to a moment that the author has used to position the
audience to be curious about the character.
Question 4: Authors use language features for a range of purposes. Find
examples of language features in the text to complete the table below.
Identifies a range of language features using examples from the text and
provides an accurate and detailed explanation of their effect/purpose.
Identifies some language features using examples from the text and
provides a simple explanation of their effect/purpose.
Identifies some language features using examples from the text.
Question 5: Describe the settings that are included in this extract and
whether you believe those settings will, or will not be significant to the
remainder of the novel and why.
Describes the setting within and outside the bus and may identify the time
setting. Provides a reasonable explanation of the significance of the settings
for the novel and explains why they made that decision.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 148

 Describes more than one setting and makes some inferences about the
potential significance of them.
Identifies the bus as a setting and infers its relevance.
Question 6: Based on the title of the novel and the extract, make
predictions about the ongoing plot, characters, conflict, setting, theme and
style of this novel, as well as a suggested audience.
Selects appropriate references from the extract and/or uses the title to
make thoughtful predictions about the audience and development of the
novel based on what is suggested in the opening pages.
Uses evidence from the extract and/or the title to make sound predictions
about the novel and audience.
Makes logical predictions about the novel and suggests an audience.
Makes general predictions and/or suggests an audience.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 149

Part three: Comparison of the two texts

Compare the descriptions of the person running in each of the extracts. How have the authors
described the running, and made readers interested in what is happening in each story?

Consider the following:

 characterisation
 language features
 vocabulary
 setting
 events/plot.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 150

 Comparison Bridge to Terabithia Hoot Similarities

Description of the character who is

running.

How does the text entertain or engage

the reader? Consider:
 characterisation
 language features
 vocabulary
 setting
 events/plot.

Would you continue reading this book?

Why or why not?

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 151

 Assessment tool
Part three: Comparison of the texts
Compare the descriptions of the person running in each of the extracts. How

have the authors described the running, and made readers interested in
what is happening in each story?
Comparing the descriptions
Compares and analyses the person running in both the texts, effectively
explaining how the authors described the running, e.g. language features,
choice of words, punctuation.
Analyses the descriptions of the person running in both texts, explaining
how the authors described running by referring to the authors’ use of
language or structure, e.g. language features, choice of words, punctuation.
Describes the runner/running in both texts and explains in detail or with
examples.
Makes general statements about the running in one or both texts.
How the authors have engaged the readers
Provides a highly effective comparison of language features, analysing the
narrative elements or techniques of the authors and justifying their
response; showing awareness of how language choice builds interest and
engages the audience.
Provides an effective comparison of language features, discussing the
narrative elements or techniques of the authors; how the authors have
attempted to interest readers, and providing specific examples to enhance
their argument.
Effectively comments on how the authors have attempted to interest
readers, providing examples.
Provides a brief comment regarding engagement with the texts, which may
list one or more techniques or language features.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 152

Reading comprehension assessment rubric

A B C D
Reading Excellent High achievement Satisfactory Limited
achievement achievement achievement
Identifies and Identifies and Identifies literal Identifies literal
explains literal and explains literal and and implied meaning and may
implied meaning in implied meaning in meaning in both attempt to explain
some detail in both texts. texts. some implied
both texts. meaning.
Compares and Analyses a range Analyses some Attempts to
Interpreting analyses strategies of strategies used strategies used by identify some
expositions used by authors by authors and authors and strategies used by
and explains their explains their explains how they authors to
effectiveness in effectiveness in are used by represent ideas,
representing representing different authors characters and
characters and characters and to represent events.
influencing the influencing the characters and
readers’ response. readers’ response. influence the
readers’ response.
Makes insightful Makes Makes reasonable Makes some
comparisons comparisons comparisons simple
between the between the between the comparisons
characters and characters and characters and between the
ideas in the texts ideas in the texts ideas in the texts. characters and
Text
and demonstrates and demonstrates ideas in the texts.
connections
how the how the
comparisons comparisons
enhance their contribute to their
understanding or understanding or
response. response.
Identifies and Identifies and Identifies and Identifies some
provides accurate provides provides, with language features.
and specific appropriate some accuracy,
explanations for a explanations for a explanations for
Language
range of language range of language some language
conventions
features, e.g. features, e.g. features, e.g.
repetition, simile, repetition, simile, repetition, simile,
sarcasm, idiom, sarcasm, idiom, sarcasm, idiom,
emphasis. emphasis. emphasis.
Selects and uses Selects and uses Selects and uses Attempts to use
relevant evidence relevant evidence evidence from the some evidence to
from the text and from the text to texts which support their
Use of explains clearly discuss how it support their responses.
evidence how it influences influences their responses and/or
their response response and/or explanations.
and/or understanding.
understanding.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 153

Writing assessment rubric

A B C D
Writing Excellent High achievement Satisfactory Limited
achievement achievement achievement
Creates a detailed Creates a detailed Creates a written Creates a text that
written text that written text that text that provides elaborates on
effectively extends extends and some elaboration some ideas.
Creating a
and elaborates on elaborates on key of key ideas to
written text
key ideas to clearly ideas to support a support a point of
support a point of point of view. view.
view.

Compares the use Uses specific Discusses each Discusses each

and/or details, e.g. text separately, text separately
effectiveness of characterisation, selecting specific and uses some
specific details language features, details, e.g. details to consider
used in both texts, vocabulary and characterisation, the similarities or
Comparison e.g. setting, to language features, differences.
characterisation, compare the texts. vocabulary and
language features, setting, to consider
vocabulary and how they are
setting. similar or
different.

Makes Makes considered Makes considered Uses familiar

sophisticated and effective vocabulary vocabulary and
vocabulary vocabulary choices, including attempts to omit
choices, including choices, including the omission and or replace words
omission and omission and replacement of to enhance
replacement of replacement of words to enhance cohesion.
words to enhance words to enhance meaning and/or
meaning and meaning and cohesion.
create cohesive cohesion.
Language links within the
features text.

Purposefully Uses a range of Uses a range of Uses a range of

selects a range of sentence types, sentence types, sentence types
sentence types to including complex including some and attempts to
enhance meaning, sentences which complex sentences extend ideas
including complex effectively extend which extend and through the use of
sentences which and elaborate elaborate ideas. complex
effectively extend ideas. sentences.
and elaborate
ideas.

Punctuation Effectively Uses punctuation Experiments with Uses some simple

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 154

 experiments with for clarity, such as the use of punctuation for
a range of the use of commas punctuation for clarity.
punctuation for to separate clarity, such as the
clarity and uses clauses, with some use of commas to
commas to accuracy. separate clauses.
separate clauses,
mostly with
accuracy.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix B 155

APPENDIX C:
ASSESSMENT
EXEMPLAR 2
Short film

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix C 156

Achievement standard
Note: areas assessed through the sample assessment task are indicated in bold.

Reading and Viewing

At Standard, students understand how the use of text structures can achieve particular effects.
They analyse and explain how language features, images and vocabulary are used by different
authors to represent ideas, characters and events. Students compare and analyse information in
different and complex texts, explaining literal and implied meaning. They select and use evidence
from a text to explain their response to it.

Writing and Creating

Students understand how language features and language patterns can be used for emphasis. They
show how specific details can be used to support a point of view. They explain how their choices of
language features and images are used. Students create detailed texts elaborating on key ideas for a
range of purposes and audiences. They demonstrate an understanding of grammar, and make
considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate
spelling and punctuation for clarity, and make and explain editorial choices based on criteria.

Speaking and Listening

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how
language features and language patterns can be used for emphasis. Students show how specific
details can be used to support a point of view. They explain how their choices of language features
and images are used. Students create detailed texts elaborating on key ideas for a range of
purposes and audiences. They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect.

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Assessment task
Title of task

Short film

Task details

Description of task Students watch the short film, Alike by Daniel Martínez Lara and Rafa
Cano Méndez. They will be required to answer a range of questions in
which they will identify and discuss the ideas presented in the film and
the development of character. Students will identify and discuss the
effects of visual language (including audio) and provide an explanation of
how visual language contributes to meaning and the viewer’s
understanding.

Link to short film, Alike http://thekidshouldseethis.com/post/alike-an-

animated-short-film

Type of assessment Formative and summative

Purpose of assessment To assess students’ ability to analyse and interpret visual texts

Evidence to be collected Task 1: Note-making

Task 2: Written response in two questions

Suggested time 3 x 1 hour lessons

Prior learning required prior to moderation task. The amount of time
required for prior learning will be dependent on the teaching and
learning that has occurred to date. See Task preparation below.

Content descriptions

Content from the Western Australian curriculum

Language

Understand how authors often innovate on text structures and play with language features to
achieve particular aesthetic, humorous and persuasive purposes and effects

Literacy

Analyse how text structures and language features work together to meet the purpose of a text

Use comprehension strategies to interpret and analyse information and ideas, comparing content
from a variety of textual sources including media and digital texts

Analyse strategies authors use to influence readers

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Task preparation

Prior learning

Students have viewed, interpreted and analysed a range of multimodal texts as part of the teaching
and learning described in the exemplar in Term 3, Weeks 1–4. These teaching and learning
opportunities provide students the opportunity to gain the knowledge, skills and understandings
required to complete this assessment; however, teachers are best placed to make decisions
regarding the timing of the lessons and assessment and may decide to revise or consolidate the
knowledge, skills and understandings required with more lessons prior to undertaking this
assessment.

In preparing for this task, students should learn about and revise their understanding of:
 techniques used by authors in still and moving images, e.g. picture books, advertisements and
film segments. Techniques may include shot size, camera angle, layout, frames, placement of
elements, salience, composition, and sequence of images (Year 3, Year 4, Year 5)
 codes and conventions of still and moving images, including lines and vectors, point of view,
angles, salience, media, layout, colour and texture (see First Steps Viewing resource book and
First Steps Viewing map of development)
 how imaginative texts are structured to engage the audience and convey ideas
 the different purposes and effects of texts and how authors/producers create those effects
 strategies used to interpret and analyse a range of texts and text types.

Assessment task

Assessment conditions

This is an individual, in-class assessment

Differentiation

Teachers should differentiate their teaching and assessment to meet the specific learning needs of
their students, based on their level of readiness to learn and their need to be challenged. Where
appropriate, teachers may either scaffold or extend the scope of the assessment tasks.

Resources

Background information for teachers

 YouTube – The subtle brilliance of Pixar’s filmmaking

https://www.youtube.com/watch?v=FeqjvrAzrJs&feature=youtu.be
 First Steps Viewing resource book, Department of Education WA, 2013
 First Steps Viewing map of development, Department of Education WA, 2013
 Websites to support the teaching of Viewing based on The red tree, Shaun Tan
 Reading Australia
https://readingaustralia.com.au/books/the-red-tree/
 A unit of study (Yr 4 upwards)
https://www.australiancurriculumlessons.com.au/2014/05/03/red-tree-shaun-tan-unit-
study-yr-4-upwards/

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  Related Text
http://www.smashthehsc.com/the-red-tree.html

Suggested short films

 Website – The kid should see this

http://thekidshouldseethis.com/?s=animated+short+film

Note: do not use short film, Alike, as this is the text which will be part of the moderation task.

 Some suggested films are:

 Patouille, Clémentine Campos
 Jinxy Jenkins and Lucky Lou, Michael Bidinger and Michelle Kwon
 The fantastic flying books of Mr. Morris Lessmore, William Joyce
 Pixar short films

Suggested picture books to support student understanding of visual language

 The rabbits, Shaun Tan

 Home and away, John Marsden and Matt Ottley
 Tree, Danny Parker and Matt Ottley
 Teacup, Rebecca Young and Matt Ottley
 The seeing stick, Jane Yolen
 The whisper, Pamela Zagarenski
 Mirror, Jeannie Baker

Short film for moderation task

 Alike, Daniel Martínez Lara and Rafa Cano Méndez

http://thekidshouldseethis.com/post/alike-an-animated-short-film

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix C 160

Instructions for teacher
Lesson one: initial viewing of film

1. Inform the students they will be watching a short film called Alike and answer a number of
questions. http://thekidshouldseethis.com/post/alike-an-animated-short-film

2. View the film initially and do not provide students with a copy of Task 1 or Task 2. Students will
be able to take notes during and after the second viewing of the film on the visual techniques.

3. After viewing, have a general discussion as a class or in groups to connect with prior knowledge.
Encourage students to ask questions in order for them to understand the storyline. Scaffold the
discussion with focus questions, such as:
 How did you feel about the film?
 How did the author make you feel this way?
 What was the story about?
 What effects helped you understand the story?

Lesson two: second viewing and task 1

1. Provide students with a note-making organiser. Two sample note-making sheets are provided.
Teachers can choose to provide either, both or a different one.

2. Explain that they will be watching the film again to identify examples of visual techniques and
how they are used for effect. Review this knowledge with a brief discussion if necessary.

3. Direct students to take notes during viewing, and add to them after the film.

4. Show Alike to the students.

5. Allow time for students to reflect on the film by taking notes.

6. Collect students’ note-making sheets to hand out again during the next lesson.

Lesson three: final viewing and completion of task 2

1. Provide each student with Task 2: Written response. Instruct students to read through the
questions in Task 2: Written response, prior to watching the film. Teachers may choose to read
the questions aloud.

2. Explain to students that they will be given another opportunity to watch the short film, Alike.
They will be able to take further notes on Task 1: Note-making and then develop their responses
to a number of questions about the film.

3. View the short film, Alike.

4. Provide students with about 45 minutes to answer all questions in the task package.

5. Collect Task 1: Note-making and Task 2: Written response.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix C 161

Lesson four: Comparison of texts and completion of task 3 (optional)

1. Select one other text, either print or film, which has been studied in class over the last 4 weeks
(refer to your viewing journal for support). Compare and evaluate the visual techniques used by
the author/illustrator and/or producer. Provide a score out of 10 for each text on the
effectiveness of the techniques and justify your scoring.

2. The graphic organiser has been included to show an example of how the activity may be
completed. Teachers may choose to provide an alternative, or have students structure their
comparison as a written response.

3. As an additional task and if time permits, teachers may instruct students to record, or present an
oral review comparing the two texts. Revise the speaking and communication skills studied
throughout the exemplar prior to this task.

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Instructions to students
Lessons one and two

You will watch a short film, Alike, and write a response to a number of questions about the film. You
will have the opportunity to watch the film a number of times over 3 lessons.

1. In the first lesson, you will watch the movie and discuss it with your class.
 Watch the movie. Be prepared to ask any questions to understand the storyline.

2. In the second lesson, you will be taking notes on the visual techniques used by the producers.
 Task 1: Note-making during and after viewing Alike.

Lesson three

In the final lesson, you will use your notes to develop responses to the questions in Task 2: Written
response.

1. Prior to writing your final responses, you will have the opportunity to watch the film for a final
time.

2. Read through the questions prior to watching the film. Ask any questions you may have about
the task.

3. Watch the film for the final time, and take notes on the questions you will be required to answer.
Pay attention to:
 the visual techniques, noting as many examples as you can
 the effect of the visual techniques, e.g. how they help you understand the storyline and the
characters, and how they impact on your emotions
 the purpose of the film
 how the ideas are communicated.

4. Complete Task 2: Written response with as much information as you can. Ask your teacher for
extra paper if required.

Lesson four (optional)

In this lesson, you will compare and evaluate Alike with another film or text, then prepare an oral
review to be recorded or as a presention.

1. Select one other text, either print or film, which has been studied in class over the last 4 weeks
(refer to your viewing journal for support). Compare and evaluate the visual techniques used by
the author/illustrator and/or producer using the template provided. Provide a score out of 10 for
each text based on the effectiveness of the techniques discussed, and justify your scores.

2. Use your graphic organiser to record or present an oral review of the two texts. Remember the
speaking skills required for effective communication.

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix C 163

Task 1: Note-making

Identify examples and effects of visual techniques in the short film Alike.

Technique:
Description:

Effect:

Examples and effects

of visual language

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Task 1: Note-making

Identify examples of visual techniques in the short film Alike.

Technique Effect

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Task 2: Written response
1. What ideas and/or messages were the producers aiming to communicate in the film and how did
they do this?

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2. Select one character from the short film and discuss how that character is shown throughout
this film. Use examples.

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Task 3: Comparison of texts (optional)

Text A Text B

Description of visual techniques which are similar

Score Score

Description of visual techniques which are different

Overall score and justification

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 Assessment tool
Task 1: Note-making 
Identifies a range of visual techniques; using specific examples to accurately
explain their effect on the viewer in detail and how they contribute to the
understanding of the text.
Identifies a range of visual techniques; describing their effect on the viewer and
how they contribute to the understanding of the text.
Identifies some examples of visual techniques and states their effect on the
viewer.
Identifies some examples of visual techniques.
Task 2: Written response (Question 1)
Explains in detail, the ideas and/or messages the producers were aiming to
communicate and the ways in which they were communicated.
Identifies the ideas and/or messages the producers were aiming to
communicate and discusses some ways in which they were communicated.
Identifies some of the ideas and/or messages the producers were aiming to
communicate. Provides some examples of ways in which they were
communicated.
Explains some of the ideas and/or messages with generalisations.
Task 2: Written response (Question 2)
Provides an effective and detailed analysis of one of the characters in the short
film using specific examples of visual techniques as evidence.
Provides an analysis of one of the characters in the short film using specific
examples of visual techniques as evidence.
Explains how one of the characters in the short film is represented, referring to
some elements of visual techniques.
Identifies how a character in the short film is represented, describing some
elements of visual techniques.
Task 3: Comparison of texts – written (optional)
Identifies a range of techniques in both texts which are similar and different,
and judges their effectiveness by providing a score out of 10 and a detailed
justification.
Identifies and describes a range of techniques in both texts which are similar
and different, and judges their effectiveness by providing a score out of 10 and
a justification.
Identifies some techniques in both texts which are similar and different, and
judges their effectiveness by providing a score out of 10 and a judgement.
Identifies some techniques in both texts and provides a score out of 10 and a
s
judgement.
Task 3: Comparison of texts – oral recording/presentation (optional)
Plans and delivers an oral presentation to communicate ideas in a clear and

Draft | English | Year 6 | Teaching and Learning Exemplar | Appendix C 169

 logical manner using a range of speaking skills effectively (e.g. tone, volume,
pitch, pace).
Plans and delivers an oral presentation to communicate ideas using a range of
speaking skills effectively (e.g. tone, volume, pitch, pace).
Plans and delivers a simple oral presentation to communicate ideas and uses
some speaking skills effectively (e.g. tone, volume, pitch, pace).

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Acknowledgements
Term 1

Week 2 Learning experience 3 information from: Department of Education. (2013). First Steps
Speaking and listening map of development. Government of Western Australia, pp.
243–244.

Week 7 Support notes dot point 2 from: Australian Curriculum, Assessment and Reporting
Authority. (n.d.). Writing. Retrieved October, 2020, from https://
www.nap.edu.au/naplan/writing
Used under a Creative Commons Attribution 4.0 International licence.

Term 2

Week 2 Learning experience 2 quote from: Fitzpatrick, D. (2013). The amazing Spencer Gray.
Fremantle Press, p. 5.

Term 4

Week 4 Limerick from: Lear, E. (1887). The book of nonsense. Frederick Warne & Co., p. 1.
Retrieved October, 2020, from https://en.wikisource.org/wiki/The_
Book_of_Nonsense/There_was_an_Old_Man_with_a_beard_(1)

Appendix A

Exposition Fitzpatrick, D. (2013). The amazing Spencer Gray. Fremantle Press, pp. 5–6.

Draft | English | Year 6 | Teaching and Learning Exemplar 171

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