Year 3 English · AC9E3LA01

Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context, language, speaking.

Learning target: understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Listen for the idea

After a short spoken message, restate the key point before adding a response.

Build on another speaker

Use a response such as “I agree with ___ because…” or “I see it differently because…” and connect directly to what was said.

Voice supports purpose

Practise pace, volume and emphasis on the same sentence, then discuss which delivery best suits the audience and purpose.

Use source-based cultural evidence

When a text, language name or cultural protocol is discussed, identify the source and describe what it supports without treating one example as representing all First Nations Peoples or Countries/Places.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LA01 - Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
Example 1

Listen for the idea After a short spoken message, restate the key point before adding a response.

Example 2

Build on another speaker Use a response such as “I agree with ___ because…” or “I see it differently because…” and connect directly to what was said.

Example 3

Voice supports purpose Practise pace, volume and emphasis on the same sentence, then discuss which delivery best suits the audience and purpose.

Example 4

Use source-based cultural evidence When a text, language name or cultural protocol is discussed, identify the source and describe what it supports without treating one example as representing all First Nations Peoples or Countries/Places.

Curriculum examplesCopied content

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding
  • E2: understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking (teaching context)
Questions and answersWith answers

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • Feature spotting: Explain how the exact feature shapes meaning, communication or response.
  • Retelling: Select precise evidence and analyse it rather than repeating content.
  • Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
  • Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Students learn to understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include context, language, speaking.

Learning target: understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

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