Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (audience, purpose) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to recognise how texts can be created for similar purposes but different audiences. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include audience, purpose.
Learning target: recognise how texts can be created for similar purposes but different audiences
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Curriculum example 1
Use this context directly: identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road. Ask students to identify the relevant English feature, point to evidence and explain what it contributes to meaning or communication.
Curriculum example 2
Use this context directly: identifying how the instructions for assembling and using toys vary according to the age of the user. Ask students to identify the relevant English feature, point to evidence and explain what it contributes to meaning or communication.
Make the concept visible
Use a short example of recognise how texts can be created for similar purposes but different audiences and require students to identify the exact evidence before explaining it.
Transfer
Change the text, audience or context and ask students to apply recognise how texts can be created for similar purposes but different audiences independently.
Curriculum Coverage & Elaborations
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 ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road
- E2: identifying how the instructions for assembling and using toys vary according to the age of the user
Common Student Misconceptions
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
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.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How to Write for Your Audience - Writing Video For Kids
Teaching Without Frills — Think about who will read a text before choosing its words and details.
As you watch: What would you explain differently for a younger child and for an adult?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Write two short invitations to the same class exhibition: one for Foundation students and one for their families. Explain your changes.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for How texts can be created for similar purposes but different...
Mapped skill: recognise how texts can be created for similar purposes but different audiences
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E3LY01 · Year 3 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E3LY01 · Level 3 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-CWT-01 + EN2-CWT-02 + EN2-CWT-03 · Stage 2 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 3 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 3 |
| United Kingdom (England) | National Curriculum in England — English | Year 4, Key Stage 2 |
| India | NCERT / CBSE — English | Class 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E3LY01 — AC9E3LY01: Recognise how texts can be created for similar purposes but different audiences
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