YEAR 6 Requirements Register

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YEAR 6: HOVER LINKS ( including NSW SYLLABUS OBJECTIVES)

515	Content Description	Elaboration
	Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)	Torres Strait Islander languages and that they relate to geographic areas in Australia recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
516	Content Description	Elaboration
	Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)	identify and appreciate differences in language used in diverse family settings
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
517	Content Description	Elaboration
	Understand the uses of objective and subjective language and bias (ACELA1517)	understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount) differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
518	Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)	exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
520	Content Description	Elaboration
	Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)	noting how a general word is often used for a more specific word already mentioned, for example ‘Look at those apples. Can I have one?' recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
521	Content Description	Elaboration
	Understand the uses of commas to separate clauses (ACELA1521)	identifying different uses of commas in texts
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
522	Content Description	Elaboration
	Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)	investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded because the river broke its banks’
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
523	Content Description	Elaboration
	Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)	knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch') knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’) knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.') knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’) knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
524	Content Description	Elaboration
	Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)	observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
525	Content Description	Elaboration
	Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)	identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
526	Content Description	Elaboration
	Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)	adopting a range of spelling strategies to recall and attempt to spell new words using a dictionary to correct students’ own spelling
	NSW Outcome EN3-4A: A student draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
613	Content Description	Elaboration
	Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)	recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
	NSW Outcome EN3-8D: A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
614	Content Description	Elaboration
	Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)	exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
615	Content Description	Elaboration
	Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)	noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)
	NSW Outcome EN3-6B: A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
616	Content Description	Elaboration
	Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)	exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
617	Content Description	Elaboration
	Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)	identifying how language choice and imagery build emotional connection and engagement with the story or theme describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
618	Content Description	Elaboration
	Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)	creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
	NSW Outcome EN3-7C: A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
800	Content Description	Elaboration
	Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)	selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
708	Content Description	Elaboration
	Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)	identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
709	Content Description	Elaboration
	Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)	using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
816	Content Description	Elaboration
	Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)	participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
710	Content Description	Elaboration
	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 (ACELY1710)	using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
	NSW Outcome EN3-1A: A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
711	Content Description	Elaboration
	Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)	comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
712	Content Description	Elaboration
	Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)	bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information using word identification, self-monitoring and self-correcting strategies using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
713	Content Description	Elaboration
	Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)	making connections between the text and students’ own experience or other texts making connections between information in print and images finding specific literal information using prior knowledge and textual information to make inferences and predictions asking and answering questions finding the main idea of a text summarising a text or part of a text
	NSW Outcome EN3-3A: A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
801	Content Description	Elaboration
	Analyse strategies authors use to influence readers (ACELY1801)	identify how authors use language to position the reader and give reasons
	NSW Outcome EN3-5B: A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
714	Content Description	Elaboration
	Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)	creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
715	Content Description	Elaboration
	Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)	editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
716	Content Description	Elaboration
	Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)	using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014
717	Content Description	Elaboration
	Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)	selecting and combining software functions as needed to create texts
	NSW Outcome EN3-2A: A student composes, edits and presents well-structured and coherent texts
	Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on 18 February 2014