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General Capabilities evident across the unit include Literacy, Information and communication technology capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding.

Content descriptions below link to Australian Curriculum: Year 3 (English) and Year 4 (English).

Language variation and change
Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) (EN2-6B)
Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) (EN2-8B)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) (EN2-8B) 

Expressing and developing ideas

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) (EN2-9B)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) (EN2-9B)

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) (EN2-10C)

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) (EN2-10C)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) (EN2-11D)

Develop criteria for establishing personal preferences for literature (ACELT1598) (EN2-12E)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) (EN2-11D)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) (EN2-4A)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) (EN2-8B) 

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) (EN2-8B)

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) (EN2-10C) 

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) (EN2-2A)

 Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) (EN2-2A)

Create literary texts that explore students’ own experiences and imagining (ACELT1607) (EN2-10C)

Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675) (EN2-11D) 
Interacting with others Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (EN2-6B)
Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (EN2-8B)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) (EN2-4A)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) (EN2-4A)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) (EN2-4A)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682) (EN2-2A)

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) (EN2-2A)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685) (EN2-3A)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) (EN2-2A)

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) (EN2-2A) 

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) (EN2-3A)

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).