Year Level
Year 6
Year Level Description
Students will look at how the ANZAC'S contributed to the development of Australian society by looking at hoe the war influenced economics and society's beliefs and values. Students will use timelines to sequence important events and will end the unit by constructing their own short story from the perspective of an ANZAC or their family at home.
Content Descriptors
Language:
Literature:
Literacy:
- Text structure and organisation: Understand the uses of commas to separate clauses. (ACELA1521)
- Expressing and developing ideas: Understand how ideas can be expanded and sharpened through careful choices of verbs, elaborated tenses and a range of adverb group/phrases. (ACELA1523)
- Expressing and developing ideas: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion. (ACELA1526)
Literature:
- Literature and Context: Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural texts. (ACELT1613)
- Creating literature: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways. (ACELT1618)
- Creating literature: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice. (ACELT1800)
Literacy:
- Creating texts: Read and edit students' own and others' work using agreed criteria and explaining editing choices. (ACELY1715)
Elaborations
Language:
ACELA1521
ACELA1523
ACELA1526
Literature:
ACELT1613
Literacy:
ACELY1715
ACELA1521
- Identifying different uses of commas in texts
ACELA1523
- Knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid.
- Knowing that adverb group/phrases and prepositional phrases can provide important details about a happening or state.
- Knowing the difference between simple present tense and simple past tense
ACELA1526
- Adopting a range of spelling strategies to recall and attempt to spell new words
- using a dictionary to correct students' own spelling
Literature:
ACELT1613
- recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events.
- Creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features.
- Planning and creating texts to that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
- selecting and using sensory language to convey a vivid picture of places, feelings and events in semi-structured verse form.
Literacy:
ACELY1715
- Editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humor and pathos, as appropriate to the task and audience.
Year Level Achievement Standard
Receptive Modes:
Productive Modes:
- By the end of year 6, students understand how the use of text structures can achieve particular effects.
Productive Modes:
- Students understand how language features and language patterns can be used for emphasis.
- Students create detailed texts elaborating on key ideas for a range of purposes and audiences.
- They demonstrate and understanding of grammar, make considered choices form an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.
Content Descriptors
History:
Historical knowledge and understanding; Australia as a nation
Historical skills; Chronology, terms and concepts
Historical knowledge and understanding; Australia as a nation
- The contribution of individuals and groups to the development of Australian society. (ACHHK116)
Historical skills; Chronology, terms and concepts
- Sequence historical people and events (ACHHS117)
- Use historical terms and concepts (ACHHS118)
Connections to Cross Curriculum Priorities
§ Connections to Cross Curriculum Priorities
Connections to General Capabilities
§ Connections to General Capabilities