Are you looking to plan effectively using the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year 6?
Purchase your copy of Year 6 English | Australian Curriculum Checklist.
THIS RESOURCE INCLUDES:
This resource includes separate pages of the Australian Curriculum, Assessment and Reporting Authority (ACARA) – English: Year 6 and has been reproduced into a checklist to make you a more productive planner.
The following content descriptions that are included in this package are:
LANGUAGE VARIATION AND CHANGE
ACELA1515 – Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English.
LANGUAGE FOR INTERACTION
ACELA1516 – Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase.
ACELA1517 – Understand the uses of objective and subjective language and bias.
TEXT STRUCTURE AND ORGANISATION
ACELA1518 – Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects.
ACELA1520 – Understand that cohesive links can be made in texts by omitting or replacing words.
ACELA1521 – Understand the uses of commas to separate clauses.
EXPRESSING AND DEVELOPING IDEAS
ACELA1522 – Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas.
ACELA1523 – Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups / phrases.
ACELA1524 – 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.
ACELA1525 – Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion.
PHONICS AND KNOWLEDGE
ACELA1526 – Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words.
ACELA1830 – Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words.
LITERATURE AND CONTEXT
ACELT1613 – Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.
RESPONDING TO LITERATURE
ACELT1614 – Analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
ACELT1615 – Identify and explain how choices in language, for example, modality, emphasis, repetition and metaphor, influence personal response to different texts.
ACELT1616 – Identify, describe, and discuss similarities and difference between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style.
ACELT1617 – Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry, such as, ballads, limericks and free verse.
ACELT1618 – Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways.
ACELT1800 – Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice.
TEXTS IN CONTEXT
ACELY1708 – Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches.
INTERACTING WITH OTHERS
ACELY1709 – Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiments and opinions.
ACELY1816 – 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.
ACELY1710 – 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.
INTERPRETING, ANALYSING, EVALUTING
ACELY1711 – Analyse how text structures and language features work together to meet the purpose of a text.
ACELY1712 – 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.
ACELY1713 – Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.
ACELY1801 – Analyse strategies authors use to influence readers.
ACELY1714 – 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.
ACELY1715 – Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices.
ACELY1716 – Developing a handwriting style that is legible, fluent and automatic and varies according to audience and purpose.
ACELY1717 – Use a range of software, including word processing programs, learning new functions as required to create texts.
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Australian Curriculum, Assessment and Reporting Authority (ACARA)
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