That language varies as levels of formality and social distance...
understand that language varies as levels of formality and social distance increase
Year 6 English
Choose a unit below. Every green Live label marks a complete learning path with the same eight questions used in Worksheet, Practice and Test.
Elaborations are curriculum teaching examples. Coverage points show how many curriculum ideas guide the unit.
understand that language varies as levels of formality and social distance increase
understand the uses of objective and subjective language, and identify bias
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
understand that cohesion can be created by the intentional use of repetition, and the use of word associations
understand how embedded clauses can expand the variety of complex sentences to elaborate, extend and explain ideas
understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups
identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
identify similarities and differences in literary texts on similar topics, themes or plots
identify and explain characteristics that define an author's individual style
explain the way authors use sound and imagery to create meaning and effect in poetry
create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
use phonic knowledge of common and less common grapheme-phoneme relationships to read and write increasingly complex words
use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words