VC2E6LY09

Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>

VC2E6LY10

Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>

VC2E5LA05

Understand that the structure of a complex sentence includes an independent clause and at least one dependent clause, and understand how writers can use this structure for effect <ul> <li>knowing that complex sentences make connections between ideas to provide a reason (for example, ‘He jumped up because the bell rang.’); state a purpose (for example, ‘She raced home to confront her brother.’); express a condition (for example, ‘It will break if you push it.’); make a concession (for example, ‘She finished her work even though she was feeling tired.’); or link 2 ideas in terms of various time relations (for example, ‘Nero fiddled while Rome burned.’)</li> </ul>

VC2E5LA09

Understand how to use commas to indicate prepositional phrases, and how to use apostrophes where there is multiple possession in regular and irregular nouns <ul> <li>learning that in Standard Australian English, regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘the students’ classroom’</li> <li>learning that in Standard Australian English, for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’</li> <li>learning that when there is more than one owner, the apostrophe is usually used for the last owner in the list, for example ‘the cat and kitten’s bowls’</li> <li>using commas to signal a prepositional phrase, for example ‘On Saturday, before it rained, we went to the beach.’</li> </ul>

VC2E6LA05

Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas <ul> <li>investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate on and explain ideas, for example ‘The town that was flooded suffered extensive damage.’</li> <li>creating complex sentences with embedded clauses to expand noun groups, for example ‘Hamish studied the rock samples that he had collected on the excursion, to complete his report.’</li> </ul>

EN3-VOCAB-01

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN3-SPELL-01

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-UARL-01

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure  

EN3-CWT-01

Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language

ACELA1507

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clauseElaborationsknowing that complex sentences make connections between ideas, such as: to provide a reason, for example 'H...

ACELA1521

Understand the uses of commas to separate clausesElaborationsidentifying different uses of commas in texts (Skills: Literacy)(View this topic on www.australiancurriculum.edu.au )

ACELA1522

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideasElaborationsinvestigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, fo...

AC9E5LA05

Understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect

AC9E5LA09

Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

AC9E6LA09

Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue

AC9E6LY06

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features

ACELA1522

ACELA1521