Professional Documents
Culture Documents
Assignment Two
Forward Planning Document
Template
Content Descriptions from the English Curriculum for the proposed year level
Text cohesion Understand that some Understand patterns of Understand how texts are Understand that Understand how texts are Understand that the Understand that cohesive
How texts work as language in written texts repetition and contrast in made cohesive through paragraphs are a key made cohesive through starting point of a links can be made in
cohesive wholes through is unlike everyday spoken simple texts language features, organisational feature of the use of linking devices sentence gives texts by omitting or
language features that language including word written texts including pronoun prominence to the replacing words
link parts of the text associations, synonyms, reference and text message in the text and
together, such as and antonyms connectives allows for prediction of
paragraphs, connectives, how the text will unfold
nouns and associated
pronouns
Punctuation Understand that Recognise that different Recognise that capital Know that word Recognise how quotation Understand how the Understand the use of
How punctuation works punctuation is a feature of types of punctuation, letters signal proper contractions are a feature marks are used in texts to grammatical category of commas to separate
to perform different written text different from including full stops, nouns and commas are of informal language and signal dialogue, titles and possessives is signalled clauses
functions in a text. letters; recognise how question marks and used to separate items in that apostrophes of quoted (direct) speech through apostrophes and
capital letters are used for exclamation marks, lists contraction are used to how to use apostrophes
names, and that capital signal sentences that signal missing letters with common and proper
letters and full stops make statements, ask nouns
signal the beginning and questions, express
end of sentences emotion or give
commands
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Concepts of print and Understand concepts Understand concepts Know some features of Identify the features of Identify features of Investigate how the This sequence ends at
screen about print and screen, about print and screen, text organisation online texts that enhance online texts that enhance organisation of texts into Year 5
Different conventions including how books, film including how different including page and navigation readability including chapters, headings,
that apply to how text is and simple digital texts types of texts are screen layouts, text, navigation, links, subheadings, home pages
presented on a page or work, and know some organised using page alphabetical order, and graphics and layout and sub pages for online
screen features of print, for numbering, tables of different types of texts and according to
example directionality content, headings and diagrams, for example chronology or topic can
titles, navigation buttons, timelines be used to predict content
bars and links and assist navigation
Word-level grammar Recognise that texts are Explore differences in Understand that nouns Understand that verbs Understand how adverb Understand how noun Understand how ideas
Different classes of made up of words and words that represent represent people, places, represent different groups/ phrases and groups/phrases and can be expanded and
words used in English groups of words that people, places and things concrete objects and processes, for example; prepositional phrases adjective groups/ phrases sharpened through
(nouns, verbs, etc), the make meaning (nouns, including abstract concepts; that doing, thinking, saying, work in different ways to can be expanded in a careful choice of verbs,
functions they perform pronouns), happenings there are three types of and relating and that provide circumstantial variety of ways to elaborated tenses and a
in sentences and when and states (verbs), nouns: common, proper these processes are details about an activity provide a fuller range of adverb
they are combined in qualities (adjectives) and and pronouns; and that anchored in time through description of the person, groups/phrases
particular recognisable details such as when, noun groups/ phrases can tense place, thing or idea
groups such as phrases where and how (adverbs) be expanded using
and noun groups articles and adjectives
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Visual language Explore the different Compare different kinds Identify visual Identify the effect on Explore the effect of Explain sequences of Identify and explain how
How images work in contribution of words and of images in narrative representations of audiences of techniques, choices when framing an images in print texts and analytical images like
texts to communicate images to meaning in and informative texts and characters’ actions, for example shot size, image, placement of compare these to the figures, tables, diagrams,
meanings, especially in stories and informative discuss how they reactions, speech and vertical camera angle and elements in the image, ways hyperlinked digital maps and graphs
conjunction with other texts contribute to meaning thought processes in layout in picture books, and salience on texts are organised, contribute to our
elements such as print narratives, and consider advertisements and film composition of still and explaining their effect on understanding of verbal
and sound how these images add to segments moving images in a viewers’ interpretations information in factual
or contradict or multiply range of types of texts and persuasive texts
the meaning of
accompanying words
Vocabulary Understand the use of Understand the use of Understand the use of Learn extended and Incorporate new Understand the use of Investigate how
Meanings of words, vocabulary in familiar vocabulary in everyday vocabulary about technical vocabulary and vocabulary from a range vocabulary to express vocabulary choices,
including everyday and contexts related to contexts as well as a familiar and new topics ways of expressing of sources into students’ greater precision of including evaluative
specialist meanings, and everyday experiences, growing number of and experiment with and opinion including modal own texts including meaning, and know that language can express
how words take their personal interests and school contexts, begin to make conscious verbs and adverbs vocabulary encountered words can have different shades of meaning,
meanings from the topics taught at school including appropriate use choices of vocabulary to in research meanings in different feeling and opinion
context of the text of formal and informal suit audience and contexts
terms of address in purpose
different contexts
Spelling Understand how to use Understand how to spell Understand how to use Understand how to use Understand how to use Understand how to use Understand how to use
Knowledge about how knowledge of letters and one and two syllable knowledge of digraphs, letter-sound relationships knowledge of letter knowledge of known knowledge of known
sounds (phonemes) of sounds including onset words with common long vowels, blends and and less common letter patterns including double words, base words, words, word origins
words are represented by and rime to spell words letter patterns silent letters to spell one patterns to spell words letters, spelling prefixes and suffixes, including some Latin and
letters or letter patterns, and two syllable words generalisations, word origins, letter Greek roots, base words,
knowledge of meaning Know how to read and Use visual memory to including some Recognise and know morphemic word patterns and spelling prefixes, suffixes, letter
units within words write some read and write compound words how to write most high families, common generalisations to spell patterns and spelling
(morphemes) and word high-frequency words and high-frequency words frequency words prefixes and suffixes and new words generalisations to spell
origins other familiar words Use knowledge of letter including some word origins to spell new words including
Recognise and know patterns and morphemes Explore less common
homophones more complex words technical words
Understand that words are how to use simple to read and write plurals, and understand
units of meaning and can grammatical morphemes high- frequency words Know how to use Read and write a large how a suffix changes the
be made of more than one to create word families and words whose common prefixes and core of high frequency meaning or grammatical
meaningful part spelling is not suffixes, and words including form of a word
predictable from their generalisations for homophones and know
sounds adding a suffix to a base how to use context to
word identify correct spelling
Build morphemic word
families using knowledge
of prefixes and suffixes
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
LITERATURE
Literature and context
How texts reflect the Recognise that texts are Discuss how authors Discuss how depictions Discuss texts in which Make connections Identify aspects of Make connections
context of culture and created by authors who create characters using of characters in print, characters, events and between the ways literary texts that convey between students’ own
situation in which they tell stories and share language and images sound and images reflect settings are portrayed in different authors may details or information experiences and those of
are created experiences that may be the contexts in which different ways, and represent similar about particular social, characters and events
similar or different to they were created speculate on the authors’ storylines, ideas and cultural and historical represented in texts
students’ own experiences reasons relationships contexts drawn from different
historical, social and
cultural contexts
Responding to literature
Personal responses to Respond to texts, Discuss characters and Compare opinions about Draw connections Discuss literary Present a point of view Analyse and evaluate
the ideas, characters identifying favourite events in a range of characters, events and between personal experiences with others, about particular literary similarities and
and viewpoints in texts stories, authors and literary texts and share settings in and between experiences and the sharing responses and texts using appropriate differences in texts on
An individual response illustrators personal responses to texts worlds of texts, and share expressing a point of metalanguage, and similar topics, themes or
to the ideas, characters these texts, making responses with others view reflecting on the plots
and viewpoints in connections with viewpoints of others
literary texts, including students’ own
relating texts to their experiences
own experiences
Expressing preferences Share feelings and Express preferences for Identify aspects of Develop criteria for Use metalanguage to Use metalanguage to Identify and explain how
and evaluating texts thoughts about the events specific texts and authors different types of literary establishing personal describe the effects of describe the effects of choices in language, for
Expressing personal and characters in texts and listen to the opinions texts that entertain, and preferences for literature ideas, text structures and ideas, text structures and example modality,
preference for different of others give reasons for personal language features of language features on emphasis, repetition and
texts and types of texts, preferences literary texts particular audiences metaphor, influence
and identifying the personal response to
features of texts that different texts
influence personal
preference
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Examining literature
Features of literary Identify some features of Discuss features of plot, Discuss the characters Discuss how language is Discuss how authors and Recognise that ideas in Identify, describe, and
texts texts including events and character and setting in and settings of different used to describe the illustrators make stories literary texts can be discuss similarities and
The key features of characters and retell different types of texts and explore how settings in texts, and exciting, moving and conveyed from different differences between
literary texts and how events from a text literature and explore language is used to explore how the settings absorbing and hold viewpoints, which can texts, including those by
they work to construct a some features of present these features in shape the events and readers’ interest by using lead to different kinds of the same author or
literary work, such as Recognise some different characters in different different ways influence the mood of the various techniques, for interpretations and illustrator, and evaluate
plot, setting, types of literary texts and texts narrative example character responses characteristics that define
characterisation, mood identify some development and plot an author’s individual
and theme characteristic features of tension style
literary texts, for example
beginnings and endings of
traditional texts and
rhyme in poetry
Language devices in Replicate the rhythms and Listen to, recite and Identify, reproduce and Discuss the nature and Understand, interpret and Understand, interpret and Identify the relationship
literary texts, including sound patterns in stories, perform poems, chants, experiment with effects of some language experiment with a range experiment with sound between words, sounds,
figurative language rhymes, songs and poems rhymes and songs, rhythmic, sound and devices used to enhance of devices and deliberate devices and imagery, imagery and language
Language devices that from a range of cultures imitating and inventing word patterns in poems, meaning and shape the word play in poetry and including simile, patterns in narratives and
authors use and how sound patterns including chants, rhymes and songs reader’s reaction, other literary texts, for metaphor and poetry such as ballads,
these creative meanings alliteration and rhyme including rhythm and example nonsense words, personification, in limericks and free verse
and effects in literary onomatopoeia in poetry spoonerisms, neologisms narratives, shape poetry,
texts, especially devices and prose and puns songs, anthems and odes
in poetry
Creating literature
Creating literary texts Retell familiar literary Recreate texts Create events and Create imaginative texts Create literary texts that Create literary texts Create literary texts that
Creating their own texts through imaginatively using characters using different based on characters, explore students’ own using realistic and adapt or combine aspects
literary texts based on performance, use drawing, writing, media that develop key settings and events from experiences and fantasy settings and of texts students have
ideas, features and of illustrations and images performance and digital events and characters students’ own and other imagining characters that draw on experienced in innovative
structures of texts forms of communication from literary texts cultures using visual the worlds represented in ways
experienced features, for example texts students have
perspective, distance and experienced
angle
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Experimentation and Innovate on familiar texts Innovate on familiar Innovate on familiar Create texts that adapt Create literary texts by Create literary texts that Experiment with text
adaptation through play texts by using similar texts by experimenting language features and developing storylines, experiment with structures and language
Creating a variety of characters, repetitive with character, setting or patterns encountered in characters and settings structures, ideas and features and their effects
texts, including patterns or vocabulary plot literary texts, for stylistic features of in creating literary texts,
multimodal texts, example characterisation, selected authors for example, using
adapting ideas and rhyme, rhythm, mood, imagery, sentence
devices from literary music, sound effects and variation, metaphor and
texts dialogue word choice
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
LITERACY
Texts in context
Texts and the contexts Identify some familiar Respond to texts drawn Discuss different texts on Identify the point of view Identify and explain Show how ideas and Compare texts including
in which they are used texts and the contexts in from a range of cultures a similar topic, in a text and suggest language features of texts points of view in texts media texts that represent
How texts relate to their which they are used and experiences identifying similarities alternative points of view from earlier times and are conveyed through the ideas and events in
contexts and reflect the and differences between compare with the use of vocabulary, different ways,
society and culture in the texts vocabulary, images, including idiomatic explaining the effects of
which they were created layout and content of expressions, objective the different approaches
contemporary texts and subjective language,
and that these can change
according to context
Listening and speaking Use interaction skills Use interaction skills Use interaction skills Use interaction skills, Use interaction skills Use interaction skills, for Use interaction skills,
interactions including listening while including turn- taking, including initiating including active listening such as acknowledging example paraphrasing, varying conventions of
Skills students use when others speak, using recognising the topics, making positive behaviours and another’s point of view questioning and spoken interactions such
engaging in listening appropriate voice levels, contributions of others, statements and voicing communicate in a clear, and linking students’ interpreting non- verbal as voice volume, tone,
and speaking articulation and body speaking clearly and disagreement in an coherent manner using a response to the topic, cues and choose pitch and pace, according
interactions language, gestures and using appropriate volume appropriate manner, variety of everyday and using familiar and new vocabulary and vocal to group size, formality
eye contact and pace speaking clearly and learned vocabulary and vocabulary and a range effects appropriate for of interaction and needs
varying tone, volume and appropriate tone, pace, of vocal effects such as different audiences and and expertise of the
pace appropriately pitch and volume tone, pace, pitch and purposes audience
volume to speak clearly
and coherently
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Oral presentations Deliver short oral Make short presentations Rehearse and deliver Plan and deliver short Plan, rehearse and Plan, rehearse and Plan, rehearse and deliver
Formal oral presentations to peers using some introduced short presentations on presentations, providing deliver presentations deliver presentations for presentations, selecting
presentations that text structures and familiar and new topics some key details in incorporating learned defined audiences and and sequencing
students engage in, language, for example logical sequence content and taking into purposes incorporating appropriate content and
including presenting opening statements account the particular accurate and sequenced multimodal elements for
recounts and purposes and audiences content and multimodal defined audiences and
information, and elements purposes, making
presenting and arguing a appropriate choices for
point of view modality and emphasis
Reading processes Read decodable and Read decodable and Read less predictable Read an increasing range Read different types of Navigate and read texts Select, navigate and read
Strategies for using and predictable texts, predictable texts using texts with phrasing and of different types of texts texts by combining for specific purposes texts for a range of
combining contextual, practising phrasing and developing phrasing, fluency by combining by combining contextual, contextual , semantic, applying appropriate text purposes, applying
semantic, grammatical fluency, and monitor fluency, contextual, contextual, semantic, semantic, grammatical grammatical and phonic processing strategies, for appropriate text
and phonic knowledge meaning using concepts semantic, grammatical grammatical and phonic and phonic knowledge, knowledge using text example predicting and processing strategies and
to decode texts, about print and emerging and phonic knowledge knowledge using text using text processing processing strategies for confirming, monitoring interpreting structural
including predicting, contextual, semantic, and emerging text processing strategies, for strategies, for example example monitoring meaning, skimming and features, for example
monitoring, grammatical and phonic processing strategies, for example monitoring monitoring, predicting, meaning, cross checking scanning table of contents,
cross-checking, knowledge example prediction, meaning, predicting, confirming, rereading, and reviewing glossary, chapters,
self-correcting, monitoring meaning and rereading and reading on and self- headings and
skimming and scanning re- reading self-correcting correcting subheadings
Comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension Use comprehension
strategies strategies to understand strategies to build literal strategies to build literal strategies to build literal strategies to build literal strategies to analyse strategies to interpret and
Strategies of and discuss texts listened and inferred meaning and inferred meaning and and inferred meaning and and inferred meaning to information, integrating analyse information and
constructing meaning to, viewed or read about key events, ideas begin to analyse texts by begin to evaluate texts by expand content and linking ideas from a ideas, comparing content
from texts, including independently and information in texts drawing on growing drawing on a growing knowledge, integrating variety of print and from a variety of textual
literal and inferential that they listen to, view knowledge of context, knowledge of context, and linking ideas and digital sources sources including media
meaning and read by drawing on language and visual text structures and analysing and evaluating and digital texts
growing knowledge of features and print and language features texts
context, text structures multimodal text
and language features structures
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Analysing and Analyse strategies
evaluating texts authors use to influence
Analysis and evaluation readers
of how text structures
This sequence starts at Year 6
and language features
construct meaning and
influence
readers/viewers
Creating texts
Creating texts Create short texts to Create short imaginative Create short imaginative, Plan, draft and publish Plan, draft and publish Plan, draft and publish Plan, draft and publish
Creating different types explore, record and report and informative texts that informative and imaginative, informative imaginative, informative imaginative, informative imaginative, informative
of spoken, written and ideas and events using show emerging use of persuasive texts using and persuasive texts and persuasive texts and persuasive print and and persuasive texts,
multimodal texts, using familiar words and appropriate text growing knowledge of demonstrating increasing containing key multimodal texts, choosing and
knowledge of text beginning writing structure, sentence- level text structures and control over text information and choosing text structures, experimenting with text
structures and language knowledge grammar, word choice, language features for structures and language supporting details for a language features, structures, language
features spelling, punctuation and familiar and some less features and selecting widening range of images and sound features, images and
appropriate multimodal familiar audiences, print,and multimodal audiences, demonstrating appropriate to purpose digital resources
elements, for example selecting print and elements appropriate to increasing control over and audience appropriate to purpose
illustrations and multimodal elements the audience and purpose text structures and and audience
diagrams appropriate to the language features
audience and purpose
Editing Participate in shared Re-read student’s own Re-read and edit text for Re-read and edit texts for Re-read and edit for Re-read and edit Re-read and edit
Editing texts for editing of students’ own texts and discuss possible spelling, sentence- meaning, appropriate meaning by adding, student’s own and others’ students’ own and others’
meaning, structure and texts for meaning, changes to improve boundary punctuation structure, grammatical deleting or moving work using agreed work using agreed
grammatical features spelling, capital letters meaning, spelling and and text structure choices and punctuation words or word groups to criteria for text structures criteria and explaining
and full stops punctuation improve content and and language features editing choices
structure
Handwriting Produce some lower case Write using unjoined Write legibly and with Write using joined letters Write using clearly- Develop a handwriting Develop a handwriting
Developing a fluent, and upper case letters lower case and upper growing fluency using that are clearly formed formed joined letters, and style that is becoming style that is legible, fluent
legible handwriting using learned letter case letters unjoined upper case and and consistent in size develop increased legible, fluent and and automatic and varies
style, beginning with formations lower case letters fluency and automaticity automatic according to audience
unjoined letters and and purpose
moving to joined
handwriting
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Use of software Construct texts using Construct texts that Construct texts featuring Use software including Use a range of software Use a range of software Use a range of software,
Using a range of software including word incorporate supporting print, visual and audio word processing including word including word including word
software applications to processing images using software elements using software, programs with growing processing programs to processing programs processing programs,
construct and edit print including word including word speed and efficiency to construct, edit and with fluency to construct, learning new functions as
and multimodal texts processing programs processing programs construct and edit texts publish written text, and edit and publish written required to create texts
featuring visual, print select, edit and place text, and select, edit and
and audio elements visual, print and audio place visual, print and
elements audio elements
Year 2 Syllabus
Year Level Description
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 and skills in listening, reading, viewing, speaking,
writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as
needed.
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary
purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and
digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models
for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and
about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual
happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas
of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-
frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support
and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
FORWARD PLANNING DOCUMENT – TEACHING THE PERSUASIVE TEXT FORM
TERM/WEEKS: 1, 8-9 YEAR LEVEL: 2 LEARNING AREA/TOPIC: ENGLISH – Persuasive Text Form
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures