Scope and Sequence Term 1 2023
CURRICULUM OUTCOMES
AUSTRALIAN CURRICULUM
Language
Language variation and change
Understand that the pronunciation, spelling and meanings of words have histories and change over time ACELA1500
Language for interaction
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships ACELA1501
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view ACELA1502
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation ACELA1797
Expressing and developing ideas
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508
Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations ACELA1511
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts ACELA1512
Phonics and word knowledge
Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words ACELA1513
Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word ACELA1514
Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations ACELA1829
Literature
Literature and context
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts ACELT1608
education.nsw.gov.au
Responding to literature
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELT1609
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1795
Examining literature
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELT1610
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611
Creating literature
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELT1612
Create literary texts that experiment with structures, ideas and stylistic features of selected authors ACELT1798
Literacy
Texts in context
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context ACELY1698
Interacting with others
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view ACELY1699
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes ACELY1796
education.nsw.gov.au
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements ACELY1700
Interpreting, analysing, evaluating Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703
Creating texts
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1704
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1705
Develop a handwriting style that is becoming legible, fluent and automatic ACELY1706
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1707
education.nsw.gov.au
TIMELINE
SUMMARY OF OUTCOMES
Issue 1
Text Text type
Welcome to Our World
The Waggling of Keithus
Outcome areas Outcome codes
Informative (diagram) Creating Texts ACELY1705
Narrative (story) Creating literature ACELT1798
The Visitors Narrative (play) Interpreting, analysing, evaluating ACELY1701
Seasickness in Space Narrative (poem) Interpreting, analysing, evaluating ACELY1702
Sylphie’s Squizzes: Rakali Informative (article) Creating literature ACELT1612
HoverPack 1.0 Persuasive (poem) Interacting with Others ACELY1796
The Toe Magnet Narrative (story) Expressing and developing ideas ACELA1508
The Great White Desert Informative (article) Text Structure and Organisation ACELA1504
Pondering Punctuation Informative (poem) Examining literature ACELT1611
Loud and Clear Narrative (story) Examining literature ACELT1610
Issue 2
Text Text type Outcome areas Outcome codes
The Waggling of Keithus
Anagram Magic
Narrative (story) Responding to Literature ACELT1609
Informative (article) Phonics and word knowledge ACELA1513
At the Museum Narrative (poem) Creating literature ACELT1798
Dinosaur on the Move Narrative (story) Interpreting, analysing, evaluating ACELY1701
Sylphie’s Squizzes: Gobblers on the Go Informative (article) Expressing and developing ideas ACELA1512
Mystery of the Missing Echidna Narrative (play) Creating literature ACELT1612
All Aboard the Cockle Train Narrative (poem) Interpreting, analysing, evaluating ACELY1703
Mia’s Key Narrative (story) Literature and context ACELT1608
NSW CURRICULUM
A. Communicate through speaking, listening, reading, writing, viewing and representing
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
B. Use language to shape and make meaning according to purpose, audience and context
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
C. Think in ways that are imaginative, creative, interpretive and critical
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing text
D. Express themselves and their relationships with others and their world
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
E. Learn and reflect on their learning through their study of English
EN3-9E recognises, reflects on and assesses their strengths as a learner
SUMMARY OF OUTCOMES
Issue 1
Text Text type
Welcome to Our World
The Waggling of Keithus
Outcome areas
Outcome codes
Informative (diagram) Writing and representing EN3-2A
Narrative (story) Writing and representing EN3-2A
The Visitors Narrative (play) Responding and composing EN3-5B Seasickness in Space
Narrative (poem) Reading and viewing EN3-3A
Sylphie’s Squizzes: Rakali Informative (article) Thinking imaginatively, creatively, interpretively EN3-7C
HoverPack 1.0 Persuasive (poem) Speaking and listening EN3-1A
The Toe Magnet
Narrative (story) Grammar, punctuation and vocabulary EN3-6B
Informative (article) Reading and viewing EN3-3A Pondering Punctuation Informative (poem) Reading and viewing EN3-3A Loud and Clear Narrative (story) Expressing themselves EN3-8D
The Great White Desert
Issue 2
Text Text type
The Waggling of Keithus
Anagram Magic
Outcome areas
Outcome codes
Narrative (story) Writing and representing EN3-2A
Informative (article) Spelling EN3-4A
Narrative (poem) Thinking imaginatively, creatively, interpretively EN3-7C Dinosaur on the Move
At the Museum
Narrative (story) Responding and composing EN3-5B Sylphie’s Squizzes: Gobblers on the Go Informative (article) Grammar, punctuation and vocabulary EN3-6B
Mystery of the Missing Echidna Narrative (play) Thinking imaginatively, creatively, interpretively EN3-7C
All Aboard the Cockle Train
Narrative (poem) Reading and viewing EN3-3A Mia’s Key Narrative (story) Expressing themselves EN3-8D
ENGLISH TEXTUAL CONCEPTS
Argument
Students understand that opinions should be supported by information and ideas presented in a structured way.
They learn that:
• opinions can be refined through negotiation with others.
• paragraphs contain a single idea
• paragraphs are made up of topic sentences and evidence
• certain language (eg. description, modality, aspects of images) carries a persuasive force.
Authority
Students understand authority and authorship are different aspects of texts.
They learn that:
• responses to and interpretations of a text may vary and may have more or less validity.
• authors may shape interpretation of a text but may not be able to control it.
Character
Students understand that characters are represented in such a way as to have motives for actions.
They learn that characters:
• may be judged by the reader, the other character constructs in the text, the narrator or the ‘author’.
• are constructed in a such a way as to invite an emotional reaction such as identification, empathy or antipathy.
Code and convention
Students appreciate that codes of communication are rules which provide access to information and ideas as well as opportunities for expression.
Students learn that:
• there are choices of language and structure for expressing information and ideas
• codes and conventions vary according to mode, medium and type of text.
• all texts go through stages of refinement of language and structure for accuracy and effectiveness
Connotation, Imagery and Symbol
Students understand that imagery is one way of connecting with an audience.
They learn that
• figurative language has an effect on meaning
• imagery may be expressed through comparisons
• there are different types of figurative language in different types of texts and media and for different audiences and purposes
Context
Students understand that texts can be responded to and composed differently in different personal, social and cultural contexts.
Students learn that
• contexts to be considered should include the context of composition and the context of response
• the context of composition includes such elements as the purpose of the text, its intended audience, its mode and its medium
• language and forms of texts vary according to the context of composition
• responses are framed by the immediate context of the actual responder.
Genre
Students understand that types of texts arise from similarity of purpose and vary according to the mode and medium of their delivery.
Intertextuality
Students understand that when one text draws on another composing and responding are enriched.
They learn that
• stories may be changed for different situations
• some aspects of stories may be inserted into other stories
• they can see their own story in terms of other stories.
Literary Value
Students understand that pleasure can be gained by sharing ideas and feelings about texts
Students learn that
• texts are a way of encountering ideas
• imaginative texts are expressions of real world ideas
• texts can be a source of emotional satisfaction.
Narrative
Students understand that narratives may be interpreted in various ways.
They learn that
• characters and events may be drawn differently for different purposes audiences, modes and media
• stories may be interpreted through action, character and setting
• stories present a view of the world.
Perspective
Students recognise that their understanding of the worlds in texts are shaped by their own personal experience and their own culture. They learn that views of the world in texts
• may differ from each other
• are based on selections
• may be represented in various ways in different modes and media.
Point of view
Students understand that point of view influences interpretation of texts. Students understand that
• different points of view affect a story
• different modes and media convey point of view in different ways.
• meanings of stories may change when viewed through the eyes of different characters in the story or different responders to the story
Representation
Students understand that representations are varied and reflect individual experiences and contexts. They learn that representations
• are deliberately constructed for particular audiences and purposes and vary according to the capabilities of mode or medium
• may reflect stereotypic ideas rather than actuality.
• Vary because of different composers or situations
Style
Students understand the impact of language choices and deliberately plan and refine their compositions accordingly.
Students learn that
• there are rules for the development of style
• topics may invite particular words and images
• words, sentences and images vary for particular purposes, audiences and effects.
Theme
Students understand that ideas in texts may be made into thematic statements that tell us about human experience.
They learn that
• the ideas of a text are suggested through particular details such as events, character behaviour and relationships
• some ideas are so powerful that they reappear in many texts
FOCUS AREAS
TERM 1
Issue 1 Issue 2
Text type: Informative (diagram) Outcome: ACELY1705 / EN3-2A
Text type: Narrative (story) Outcome: ACELT1798 / EN3-2A
Text type: Narrative (play) Outcome: ACELY1701 / EN3-5B
Text type: Narrative (poem) Outcome: ACELY1702 / EN3-3A
Text type: Informative (article) Outcome: ACELT1612 / EN3-7C
Text type: Persuasive (poem) Outcome: ACELY1796 / EN3-1A
Text type: Narrative (story) Outcome: ACELA1508 / EN3-6B
Text type: Informative (article) Outcome: ACELA1504 /EN3-3A
Text type: Informative (poem) Outcome: ACELT1611 / EN3-3A
Text type: Narrative (story) Outcome: ACELT1610 / EN3-8D
N A R R A T I V E
Text type: Narrative (story) Outcome: ACELT1609 / EN3-2A
Text type: Informative (article) Outcome: ACELA1513 / EN3-4A
Text type: Narrative (poem) Outcome: ACELT1798 / EN3-7C
Text type: Narrative (story) Outcome: ACELY1701 / EN3-5B
Text type: Informative (article) Outcome: ACELA1512 / EN3-6B
Text type: Narrative (play) Outcome: ACELT1612 / EN3-7C
Text type: Narrative (poem) Outcome: ACELY1703 / EN3-3A
Text type: Narrative (story) Outcome: ACELT1608 / EN3-8D
C H A R A C T E R I S A T I O N
FOCUS AREAS
This Scope and Sequence is designed to be used flexibly to suit each classroom’s learning needs. Teachers should adapt lessons to best accommodate their students and, where possible, centre the classroom conversation and critical analysis on the following focus questions:
Orbit Issue 1
How can narratives be created in different ways?
How can narratives be structured to allow for a sequel? How can an author compel the audience to read the sequel?
How can textual devices be incorporated into a text to make a narrative more humorous?
How does the point of view shape the story?
Orbit Issue 2
How do authors build meaningful characters that engage readers?
How do authors use characters to engage readers in a narrative? How do characters help readers feel more invested in a narrative?
How do authors create character arcs through their experiences in the narrative?
How does a character’s dialogue help the audience build an idea of who they are?
SUGGESTED TEXTS
The following texts and learning resources from The School Magazine should be used to best support the outcome themes of this Scope and Sequence:
Orbit Issue 1
The Waggling of Keithus (part one)
The Visitors
The Toe Magnet
Loud and Clear Orbit Issue 2
The Waggling of Keithus (part two)
Dinosaur on the Move
Mystery of the Missing Echidna Mia’s Key
