VC2E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea <ul> <li>knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase), for example ‘Teddy (the participant: who or what is involved) reads (a process, a happening or a state) the book (surrounding circumstances).’</li> <li>understanding that simple sentences answer questions such as ‘What is happening?’ and ‘Who or what is involved?’ along with details such as ‘Where?’, ‘When?’ and ‘How?’</li> </ul>

VC2E2LA06

Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction <ul> <li>using coordinating conjunctions (for example, ‘and’, ‘but’ and ‘so’) to construct compound sentences (for example, ‘The wolf huffed / and he puffed / and he blew the house down!’)</li> </ul>

VC2E3LA06

Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree <ul> <li>identifying clauses in texts by locating verbs and the key words that link to the verbs, for example ‘While the cat slept, the mouse scurried across the path.’</li> <li>identifying that a singular subject has a singular verb, and a plural subject has a plural verb, for example ‘The girl plays cricket.’ and ‘The girls play cricket.’</li> </ul>

VC2E3LA11

Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts <ul> <li>identifying and using technical words to describe length, for example metric units of length such as ‘millimetre’ and ‘centimetre’</li> <li>identifying and using words to describe features of narratives, for example ‘character’, ‘plot’ and ‘setting’</li> <li>identifying words that have different meanings in different contexts, for example ‘warm temperature’ and ‘warm character’</li> <li>extending vocabulary by adding prefixes and suffixes to base words, for example ‘different’, ‘differently’ and ‘difference’</li> </ul>

VC2E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</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>

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>

EN1-RECOM-01

Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

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

EN1-CWT-01

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

ACELA1451

Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstancesElaborationsknowing that, in terms of meaning, a basic clause repr...

ACELA1467

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunctionElaborationslearning how to express ideas using compound sentences (Skills: Literacy, Criti...

ACELA1481

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreementElaborationsknowing that a clause is basically a group of words that contains a verb (Skills: Literacy, Critical and Creative ...

ACELA1493

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrasesElaborationscreating richer, more specific descriptions through the use of noun groups/phrases (for examp...

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...

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...

AC9E1LA06

Understand that a simple sentence consists of a single independent clause representing a single event or idea

AC9E2LA06

Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction

AC9E3LA06

Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree

AC9E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

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

AC9E6LA05

Understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas

ACELA1467

ACELA1522

ACELA1451