Year 6 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 6 | English | F-10 curriculum
ACELY1711
Analyse how text structures and language features work together to meet the purpose of a text
Elaborations ScOT Terms
ACELY1711 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELY1715
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
Elaborations ScOT Terms
ACELY1715 | Content Descriptions | Year 6 | English | F-10 curriculum
Achievement Standard English Year 6
Receptive modes (listening, reading and viewing) By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors …
Achievement Standard | Achievement Standards | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1520
observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities
Elaboration (2) | ACELA1520 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1523
knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.')
Elaboration (2) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELA1526
expanding knowledge of prefixes and suffixes and exploring meaning relationships between words for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’
Elaboration (2) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELY1709
recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
Elaboration (2) | ACELY1709 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELY1816
choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school f …
Elaboration (2) | ACELY1816 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELY1712
using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
Elaboration (2) | ACELY1712 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (2) ACELY1713
finding specific literal information
Elaboration (2) | ACELY1713 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELA1526
using a dictionary to explore and use knowledge of word origins, including some Greek roots, to spell words. For example, the Greek roots: ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number five, and ‘dec’ meaning the number ten, …
Elaboration | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELA1525
identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
Elaboration | ACELA1525 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELY1714
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
Elaboration | ACELY1714 | Content Descriptions | Year 6 | English | F-10 curriculum