Exploring Texts

EXPLORING TEXTS PROGRESSION YEARS 1-6 CONTENTS 1. TEXT TYPES Typical stages of text types   2. STRUCTURAL FEATURES   Plot, characters and setting Visuals 3. PURPOSES OF STRUCTURES 4. PURPOSES OF AUTHORS 5. LANGUAGE FEATURES Language devices in texts Language of opinion and fact Evaluative language Language origins 6. AUDIENCE OF TEXTS   7.  PERSONAL

NSW Syllabus Connection

The ubiquitous, recursive and cumulative nature of English poses particular difficulties in programming its teaching over the formative primary school years 1-6. The Australian Curriculum recommends the exploration of a variety of texts and a program which is integrated across its interrelated Strands of Literature, Language and Literacy to develop knowledge, understandings and skills. The

Links Rationale

When logged in, members have access to the links between documents (Year levels in the Overview and Units in the Program and Planning Unit Directory), and to the hover links to ACARA Content Descriptions and NSW Syllabus Outcomes indicated by the ? icon. The document links simply provide short cuts between documents without returning to

Planning Unit Directory

  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Unit No. TEXT TYPE Unit No. TEXT TYPE Unit No. TEXT TYPE Unit No. TEXT TYPE Unit No. TEXT TYPE Unit No. TEXT TYPE 1:1 Familiar predictable 2:1 Imaginative 3:1 Family based 4:1 Familiar 5:1 Familiar narrative with computer-based graphics 6:1 Print

Requirements Register Rationale

Content Description Registers for each year level provide spaces for identifying the program units specifically addressing those ACARA Content Descriptions.  At login, Whatwhen program unit numbers appear  in these registers as an example. The Registers can then be individualised and adjusted  by replacing these with user- specific unit identification. Notable inclusions in the suggested WhatWhen

Planning Unit Rationale

Program Planning Units are provided as alternatives to the format within the year Program.  These are suggested presentation formats specifically developed for integrated units, for teachers to build their particular plans and lessons into the explorations of the program. The Planning Units are accessed from either the Program or the Planning Unit Directory.  The Planning Unit

Program Rationale

The programs each provide a sequence of explorations addressing the curriculum requirements for the entire year. Teacher planning within each unit or exploration may be needed only on a term by term basis or as designated by individual schools. It is emphasised that WhatWhen presents just one arrangement of ACARA requirements into programs for Year

Overview Rationale

The Overview aims to identify curriculum focal points at a glance, thus providing focus and direction of the curriculum requirements for English both within each school year level and through all year levels 1 to 6. Such awareness of focus and direction may assist in efficiency, reinforcement and clarity of program delivery. For example, the

YEAR 5 Requirements Register

ACARA CODE CONTENT DESCRIPTION   ACELA 1500 Understand that the pronunciation, spelling and meanings of words have histories and change over time (NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts) Units 5:8                 ACELA 1501 Understand that

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