Year 6 English · AC9E6LY06

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex…

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Learning goalsSay it simply

Students learn to 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. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.

Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.

Success looks like

  • identify the relevant feature, strategy or text choice
  • use precise English metalanguage
  • support the answer with specific evidence
  • explain the effect in context
  • apply or revise the choice for a new audience and purpose
Key conceptTeach from the board

Use the evidence-to-effect routine

What to noticeHow to test itEvidence of mastery
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 featuresplan, 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 featuresstudent explains the effect or reason
second contextapply the same idea in a new textstudent transfers the idea
checkexplain the effect with evidencestudent justifies with precise evidence
  1. Name the feature, strategy or choice.
  2. Quote, describe or point to the exact evidence.
  3. Explain what the evidence does for meaning, clarity, representation, relationship or audience response.
  4. Check the explanation against the purpose of the whole text or task.

Worked transfer

Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised.

Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?

Clean visual examplesOne-page board

Clean one-page examples

AC9E6LY06 - 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
Example 1

Use the evidence-to-effect routine What to notice How to test it Evidence of mastery 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, 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 student explains the effect or reason second context apply the same idea in a new text student transfers the idea check explain the effect with evidence student justifies with precise evidence Name the feature, strategy or choice. Quote, describe or point to the exact evidence. Explain what the evidence does for meaning, clarity, representation, relationship or audience response. Check the explanation against the purpose of the whole text or task.

Example 2

Worked transfer Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised. Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?

Example 3

1. Annotate a model example Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.

Example 4

2. Compare two versions Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.

Curriculum examplesCopied content

Content description: 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

  • Descriptor focus: 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
Questions and answersWith answers

Exam routine: feature or strategy → evidence → effect → context → check.

Important questions

  • Identify the exact feature or strategy in 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. Answer with precise evidence and a short explanation.
  • Point to the evidence that supports the answer. Answer with precise evidence and a short explanation.
  • Explain how the choice changes meaning, effect, clarity or audience response. Answer with precise evidence and a short explanation.
  • Apply the idea in a fresh sentence, text extract, discussion or multimodal example. Answer with precise evidence and a short explanation.
  • Revise one answer or created text using the success criteria. Answer with precise evidence and a short explanation.
Explicit teaching sequenceResearch aligned

Planning, creating, editing and publishing texts

Learning intention: Plan for purpose and audience, organise coherent paragraphs, control complex sentences, verb groups, tense, vocabulary, punctuation, spelling and visuals, then revise meaning, edit conventions and publish responsibly.

  1. Model a short example.
  2. Locate exact evidence.
  3. Explain meaning, audience or purpose.
  4. Compare strong and misleading reasoning.
  5. Guide a revision, then release a fresh task.

Model and guided checks

  • purpose and audience: A bushfire guide aims to inform families, so it uses clear headings, commands and emergency contacts. Ask: The purpose and audience control structure, language and included information.
  • planning structure: The writer maps an opening overview, three evidence sections and a final recommendation. Ask: Planning gives each stage a distinct job before sentences are drafted.
  • paragraph cohesion: Each paragraph opens with a focused topic sentence and develops one connected idea. Ask: Clear paragraph focus and lexical links help readers follow the reasoning.
  • complex sentences: Although the first trial failed, the team adjusted the valve and repeated the test. Ask: The dependent clause links concession to the main actions efficiently.
  • expanded verb group: The temperature had been rising steadily before the alarm sounded. Ask: The verb group precisely shows an ongoing process before a later past event.
  • tense consistency: The recount begins in past tense and shifts to present only when reflecting on current meaning. Ask: A purposeful shift helps readers distinguish event from reflection.

Misconception check: Spellcheck finds every error and unsuitable word.

Exit check: Identify, cite, explain and justify one revision.

Practice and reviewReady for practice
  • Naming the feature is enough — Explain how it changes meaning, clarity, emphasis or correctness.
  • Rules used mechanically — Check the sentence structure and intended meaning before applying a rule.
  • Longer wording is better — Prefer precise wording that suits the audience and purpose.
  • No proofreading evidence — Read the sentence aloud and check grammar, punctuation, spelling and meaning together.

Learn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.

Curriculum alignmentStart here

Students learn to 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. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.

Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.

Success looks like

  • identify the relevant feature, strategy or text choice
  • use precise English metalanguage
  • support the answer with specific evidence
  • explain the effect in context
  • apply or revise the choice for a new audience and purpose
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