Year 3 English · AC9E3LA03

Describe how texts across the curriculum use different language features and structures relevant to their purpose

Students learn to describe how texts across the curriculum use different language features and structures relevant to their purpose. They identify the relevant language…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to describe how texts across the curriculum use different language features and structures relevant to their purpose. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include purpose, language, text structure, literary, argument.

Learning target: describe how texts across the curriculum use different language features and structures relevant to their purpose

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Structure follows purpose

A procedure uses ordered steps because sequence matters; a story may organise events to build tension; an information report groups related facts under headings.

Cohesion across sentences

Compare “Mia found a shell. Mia washed the shell.” with “Mia found a shell. She washed it.” The pronoun connects ideas without unnecessary repetition.

Paragraph focus

A paragraph is easier to follow when its sentences develop one main idea rather than jumping between unrelated points.

Transfer

Give a short mixed-up text. Students choose one structural or cohesive change, make it, and explain how it helps the reader.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LA03 - Describe how texts across the curriculum use different language features and structures relevant to their purpose
Example 1

Structure follows purpose A procedure uses ordered steps because sequence matters; a story may organise events to build tension; an information report groups related facts under headings.

Example 2

Cohesion across sentences Compare “Mia found a shell. Mia washed the shell.” with “Mia found a shell. She washed it.” The pronoun connects ideas without unnecessary repetition.

Example 3

Paragraph focus A paragraph is easier to follow when its sentences develop one main idea rather than jumping between unrelated points.

Example 4

Transfer Give a short mixed-up text. Students choose one structural or cohesive change, make it, and explain how it helps the reader.

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: identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion
  • E2: describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
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 describe how texts across the curriculum use different language features and structures relevant to their purpose. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include purpose, language, text structure, literary, argument.

Learning target: describe how texts across the curriculum use different language features and structures relevant to their purpose

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