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General Capabilities evident throughout the unit include Intercultural Understanding and Ethical Understanding.
This unit addresses the cross-curriculum priorities of Sustainability and Aboriginal and Torres Strait Islander Histories and cultures.
Content descriptions below link to Australian Curriculum: Year 3 (English).
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Language Language variation and change |
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning. (ACELA1475) (EN2-6B) |
| Language for interaction | Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations. (ACELA1476) (EN2-1A) |
| Text structure and organisation | Understand how different texts vary in use of language choices, depending on their purpose and context (for example tense and types of sentences). (ACELA1478) (EN2-8B) |
| Expressing and developing ideas |
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement. (ACELA1481) (EN2-9B) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense. (ACELA1482) (EN2-9B) Identify the effect on audiences of techniques for example shot size, vertical camera angle and layout in picture books, advertisements and film segments. (ACELA1483) (EN2-8B) |
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Literature Literature and context |
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the author’s reasons. (ACELT1594) (EN2-10C) |
| Responding to literature | Draw connections between personal experiences and the worlds of texts and share responses with others. (ACELT1596) (EN2-11D) |
| Examining literature | Discuss how language is used to describe the settings in text, and explore how the settings shape events and influence mood of the narrative. (ACELT1599) (EN2-1A) |
| 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 texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue. (ACELT1791) (EN2-2A) |
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Literacy Texts in context |
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. (ACELY1675) (EN2-11D) |
| Interacting with others | Plan and deliver short presentations, providing some key details in logical sequence. (ACELY1677) (EN2-6B) |
| Interpreting, analysing, evaluating |
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) |
| 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) 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) |