WRITING PROGRAM

Lesson
Sequence

ACARA Yr 6

ACARA Yr 7

WRITING FOR A PURPOSE

In this unit, students investigate a country other than
Australia, of their choice. Initially they look at the concept of
culture, and then they investigate their chosen countrys
landscape, food, history and beliefs. Finally, students
produce a document of travel tips and a five- or ten- day
travel itinerary for that country.
1. Whole Class- Explanation- Define the term culture
2. Information report- describe the landscape and
famous landmarks of your chosen country
3. Procedure- Write instructions for a recipe from your
chosen country
4. Information Report COMMON ASSESSMENTWrite an information report on the historical and
modern lifestyles of your chosen country
5. Newspaper Article-Explain the beliefs and religion of
your chosen country
6. Student Choice- Information report
ACELA1517, ACELA1521, ACELA1522, ACELA1523,
ACELA1525, ACELT1613, ACELT1618, ACELT1800,
ACELY1710, ACELY1711, ACELY1714, ACELY1716,
ACELY1717
ACHGK033, ACHGK044, ACHGS041, ACHGS042,
ACHGS045, ACHGS046
ACELA1531, ACELA1763, ACELA1532, ACELA1534,
ACELA1536, ACELA1764, ACELA1537, ACELA1539,
ACELT1625, ACELT1805, ACELY1727, ACELY1728
ACHGS048, ACHGS049, ACHGS052, ACHGS053,
ACHGS054

Differentiation Tasks cards get more challenging at the unit goes on. Open
ended tasks allow students extension. Visual aid follows
writing process.
Technology
Display process on the board.
Brainstorm using Simple Mind
Research using PaperHelper
Complete newspaper article on Pages
Submit Writing digitally for Track Changes Feedback
Resources
iPads
Writing for a Purpose Box- Task Cards, Writing Process
Writing Process Displayed

Assessment

Provide Assessment Rubrics- on the back on task card

1- Rubric
2- Rubric
3- Star Assessment
4- Rubric
5- Rubric
6- VOICE Assessment
Reflection Card

Language
Language variation and change
Understand that different social and geographical dialects
or accents are used in Australia in addition to Standard
Australian English (ACELA1515)

YEAR 6
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 contexts
(ACELT1613)

Understand the uses of objective and subjective language

and bias (ACELA1517)

Responding to literature
Analyse and evaluate similarities and differences in texts on
similar topics, themes or plots (ACELT1614)

Text structure and organisation

Understand how authors often innovate on text structures
and play with language features to achieve particular
aesthetic, humorous and persuasive purposes and effects
(ACELA1518)

Examining literature
Identify, describe, and discuss similarities and differences
between texts, including those by the same author or
illustrator, and evaluate characteristics that define an
authors individual style (ACELT1616)

Understand that cohesive links can be made in texts by

omitting or replacing words (ACELA1520)

Identify the relationship between words, sounds, imagery

and language patterns in narratives and poetry such as
ballads, limericks and free verse (ACELT1617)

Understand the uses of commas to separate clauses

(ACELA1521)

Creating literature
Create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1618)

Expressing and developing ideas

Investigate how complex sentences can be used in a variety
of ways to elaborate, extend and explain ideas (ACELA1522)

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)

Understand how ideas can be expanded and sharpened

through careful choice of verbs, elaborated tenses and a
range of adverb groups/phrases (ACELA1523)
Identify and explain how analytical images like figures,
tables, diagrams, maps and graphs contribute to our
understanding of verbal information in factual and
persuasive texts (ACELA1524)
Investigate how vocabulary choices, including evaluative
language can express shades of meaning, feeling and
opinion (ACELA1525)
Understand how to use banks of known words, word origins,
base words, suffixes and prefixes, morphemes, spelling

Literacy
Texts in context
Compare texts including media texts that represent ideas
and events in different ways, explaining the effects of the
different approaches (ACELY1708)
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements
for defined audiences and purposes, making appropriate
choices for modality and emphasis (ACELY1710)
Interpreting, analysing, evaluating
Analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)

Use comprehension strategies to interpret and analyse

information and ideas, comparing content from a variety of
textual sources including media and digital texts
(ACELY1713)
Creating texts
Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714)
Develop a handwriting style that is legible, fluent and
automatic and varies according to audience and purpose
(ACELY1716)
Use a range of software, including word processing
programs, learning new functions as required to create texts
(ACELY1717)

patterns and generalisations to learn and spell new words,

for example technical words and words adopted from other
languages (ACELA1526)

Language
Language variation and change
Understand the way language evolves to reflect a changing world,
particularly in response to the use of new technology for presenting
texts and communicating (ACELA1528)
Language for interaction
Understand how accents, styles of speech and idioms express and
create personal and social identities (ACELA1529)
Understand how language is used to evaluate texts and how
evaluations about a text can be substantiated by reference to the text
and other sources (ACELA1782)
Text structure and organisation
Understand and explain how the text structures and language
features of texts become more complex in informative and persuasive
texts and identify underlying structures such as taxonomies, cause
and effect, and extended metaphors (ACELA1531)
Understand that the coherence of more complex texts relies on
devices that signal text structure and guide readers, for example
overviews, initial and concluding paragraphs and topic sentences,
indexes or site maps or breadcrumb trails for online texts
(ACELA1763)
Understand the use of punctuation to support meaning in complex
sentences with prepositional phrases and embedded clauses
(ACELA1532)
Expressing and developing ideas
Recognise and understand that subordinate clauses embedded
within noun groups/phrases are a common feature of written
sentence structures and increase the density of information
(ACELA1534)
Understand how modality is achieved through discriminating choices
in modal verbs, adverbs, adjectives and nouns (ACELA1536)

YEAR 7
Literature
Literature and context
Identify and explore ideas and viewpoints about events, issues and
characters represented in texts drawn from different historical, social
and cultural contexts (ACELT1619)
Responding to literature
Reflect on ideas and opinions about characters, settings and events
in literary texts, identifying areas of agreement and difference with
others and justifying a point of view (ACELT1620)
Creating literature
Create literary texts that adapt stylistic features encountered in other
texts, for example, narrative viewpoint, structure of stanzas, contrast
and juxtaposition (ACELT1625)
Experiment with text structures and language features and their
effects in creating literary texts, for example, using rhythm, sound
effects, monologue, layout, navigation and colour (ACELT1805)

Literacy
Texts in context
Analyse and explain the effect of technological innovations on texts,
particularly media texts (ACELY1765)
Interacting with others
Identify and discuss main ideas, concepts and points of view in
spoken texts to evaluate qualities, for example the strength of an
argument or the lyrical power of a poetic rendition (ACELY1719)
Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements to promote a point of
view or enable a new way of seeing (ACELY1720)
Interpreting, Evaluating, Analysing
Use comprehension strategies to interpret, analyse and synthesise
ideas and information, critiquing ideas and issues from a variety of
textual sources (ACELY1723)
Creating Texts
Consolidate a personal handwriting style that is legible, fluent and
automatic and supports writing for extended periods (ACELY1727)

Use a range of software, including word processing programs, to

confidently create, edit and publish written and multimodal texts
(ACELY1728)

Analyse how point of view is generated in visual texts by means of

choices, for example gaze, angle and social distance (ACELA1764)
Investigate vocabulary typical of extended and more academic texts
and the role of abstract nouns, classification, description and
generalisation in building specialised knowledge through language
(ACELA1537)
Understand how to use spelling rules and word origins, for example
Greek and Latin roots, base words, suffixes, prefixes, spelling
patterns and generalisations to learn new words and how to spell
them (ACELA1539)

Geographical Knowledge and Understanding

The location of the major countries of the Asia region in relation to
Australia and the geographical diversity within the region (ACHGK031)
Differences in the economic, demographic and social characteristics
between countries across the world (ACHGK032)

The worlds cultural diversity, including that of its indigenous peoples

(ACHGK033)
Significant events that connect people and places throughout the world
(ACHGK034)

The various connections Australia has with other countries and how
these connections change people and places (ACHGK035)

Geographical Inquiry and Skills

Observing, questioning and planning
Develop geographical questions to investigate and plan an inquiry
(ACHGS040)
Collecting, recording, evaluating and representing
Collect and record relevant geographical data and information, using
ethical protocols, from primary and secondary sources, for example,
people, maps, plans, photographs, satellite images, statistical sources
and reports (ACHGS041)
Evaluate sources for their usefulness and represent data in different
forms, for example, maps, plans, graphs, tables, sketches and diagrams
(ACHGS042)
Represent the location and features of places and different types of
geographical information by constructing large-scale and small-scale
maps that conform to cartographic conventions including border, source,
scale, legend, title and north point, using spatial technologies as
appropriate (ACHGS043)
Interpreting, analysing and concluding
Interpret geographical data and other information using digital and
spatial technologies as appropriate, and identify spatial distributions,
patterns and trends, and infer relationships to draw conclusions

(ACHGS044)
The effects that peoples connections with, and proximity to, places
throughout the world have on shaping their awareness and opinion of
those places (ACHGK036)

Communicating
Present findings and ideas in a range of communication forms, for
example, written, oral, graphic, tabular, visual and maps, using
geographical terminology and digital technologies as appropriate
(ACHGS045)
Reflecting and responding
Reflect on their learning to propose individual and collective action in
response to a contemporary geographical challenge and describe the
expected effects of their proposal on different groups of people
(ACHGS046)

YEAR 6 GEOGRAPHY

YEAR 7
Geographical Knowledge and Understanding
Unit 1: Water in the world
The classification of environmental resources and the forms that
water takes as a resource (ACHGK037)

Geographical Inquiry and Skill

Observing, questioning and planning
Develop geographically significant questions and plan an inquiry,
using appropriate geographical methodologies and concepts
(ACHGS047)

The ways that flows of water connect places as it moves through

the environment and the way this affects places (ACHGK038)

Collecting, recording, evaluating and representing

Collect, select and record relevant geographical data and
information, using ethical protocols, from appropriate primary and
secondary sources (ACHGS048)
Evaluate sources for their reliability and usefulness and represent
data in a range of appropriate forms, for example, climate graphs,

The quantity and variability of Australias water resources compared

with those in other continents (ACHGK039)

The nature of water scarcity and ways of overcoming it, including

studies drawn from Australia and West Asia and/or North Africa
(ACHGK040)
The economic, cultural, spiritual and aesthetic value of water for
people, including Aboriginal and Torres Strait Islander Peoples and
peoples of the Asia region (ACHGK041)

The causes, impacts and responses to an atmospheric or

hydrological hazard (ACHGK042)
Unit 2: Place and liveability
The factors that influence the decisions people make about where
to live and their perceptions of the liveability of places (ACHGK043)
The influence of accessibility to services and facilities on the
liveability of places (ACHGK044)

The influence of environmental quality on the liveability of places

(ACHGK045)
The influence of social connectedness, community identity and
perceptions of crime and safety on the liveability of places
(ACHGK046)
The strategies used to enhance the liveability of places, especially
for young people, including examples from Australia and Europe
(ACHGK047)

compound column graphs, population pyramids, tables, field

sketches and annotated diagrams, with and without the use of
digital and spatial technologies (ACHGS049)
Represent the spatial distribution of different types of geographical
phenomena by constructing appropriate maps at different scales
that conform to cartographic conventions, using spatial
technologies as appropriate (ACHGS050)
Interpreting, analysing and concluding
Analyse geographical data and other information using qualitative
and quantitative methods, and digital and spatial technologies as
appropriate, to identify and propose explanations for spatial
distributions, patterns and trends and infer relationships
(ACHGS051)
Apply geographical concepts to draw conclusions based on the
analysis of the data and information collected (ACHGS052)
Communicating
Present findings, arguments and ideas in a range of communication
forms selected to suit a particular audience and purpose; using
geographical terminology and digital technologies as appropriate
(ACHGS053)
Reflecting and responding
Reflect on their learning to propose individual and collective action
in response to a contemporary geographical challenge, taking
account of environmental, economic and social considerations, and
predict the expected outcomes of their proposal (ACHGS054)