Year 3 English · AC9E3LY01
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…
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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
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.
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.
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.
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 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.
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
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.
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.
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
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