What students learn in AC9E5LY06
This unit helps students build a clear, usable understanding of Plan, create, edit and publish written and multimodal texts whose.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- using research from print and digital resources to gather and organise information for writing selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
- E1: using research from print and digital resources to gather and organise information for writing
- E2: selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement
- E3: using vocabulary, including technical vocabulary, appropriate to purpose and context
- E4: using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions
- E5: writing letters in print and by email demonstrating understanding of audience
- E6: re-reading and editing their own and others’ work, which may involve using digital tools, for precision using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9E5LY06 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Answering from memory without using clues from the text, sentence or image.
- Knowing the idea orally but not transferring it into reading, writing or speaking.
- Missing punctuation, word order or vocabulary clues that change meaning.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E5LY06 — plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation |
| Victoria | Victorian Curriculum F-10 | Year 5 English: closest match in Creating texts. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 3 English: closest content focus for Plan, create, edit and publish written and multimodal texts whose... and related outcomes. |
| United States | Common Core / NGSS | Grade 5 Common Core Mathematics/ELA closest topic match for Plan, create, edit and publish written and multimodal texts whose.... |
| England / UK | National Curriculum | Key Stage 2 / Year 5: closest programme-of-study match for Plan, create, edit and publish written and multimodal texts whose.... |
| Canada | Provincial and territory curricula | Grade 5 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 3 English: closest achievement-objective topic for Plan, create, edit and publish written and multimodal texts whose.... |
| India | NCERT / CBSE | Class 5 closest NCERT/CBSE topic match for Plan, create, edit and publish written and multimodal texts whose.... |