English / Year 3 / Literature / Creating literature

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Elaborations
  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
ScOT terms

Creating texts,  Imaginative texts,  Illustration,  Settings (Narratives)

Interactive Resource

Syllabus bites: Visual literacy

A resource with information, study guides and resources on visual literacy to support the English K-10 Australian Curriculum in English. It provides a series of activities, guidelines and tasks about visual texts from a variety of sources. Contains writing scaffolds, templates and proformas for responding and composing ...

Teacher resource

Night and day

This is a unit of inquiry consisting of 12 learning sequences for year 3 in the English for the Australian Curriculum resource. Each learning sequence contains a series of resources, suggested activities to carry out with students and a post-activity reflection. The primary focus of this unit of work is a literature study ...

Interactive Resource

Syllabus bites – responding to literature

A web page with information, teacher guides and resources on responding to texts. This resource supports the NSW English K-10 syllabus.

Teacher resource

Visual storytelling

This is an online resource about how stories can be represented visually by creating storybooks using natural materials and by sharing stories through 'talking circles', following traditions of Aboriginal cultures. It features two videos of storyteller Zelda Quakawoot outlining the process of creating a storybook, four ...

Teacher resource

Analysing language in narrative texts

A teacher of a class of 20 students, of whom 7 are learning English as an Additional Language/Dialect (EAL/D), selects age-appropriate content from the Year 3 English learning area in the Australian Curriculum. The lesson is part of a unit of work that analyses narrative texts and integrates content from the Language, Literature ...

Assessment resource

Picture story: outdoor adventure: assessment

Test your ability to create a movie from a still picture by choosing shots and camera moves. As a practice task, use software tools to recreate a movie about horseriding. See how combinations of camera shots hide things from, or reveal things to, the audience and create mood. Apply these skills to an assessment by telling ...

Moving Image

What is a story?

Stories are all around us and they're happening all the time. But what exactly is a story? Stories teach and explain things, create emotion and entertain us. Watch this wonderful video and find out more.

Moving Image

Creating character 'trade marks'

Leigh Hobbs says that his character Old Tom's black eye, fish bone and comb are visual devices - Tom's trade marks. What do you think he means by this? Can you think of other fictional characters with trade marks or something that encapsulates who they are?

Moving Image

Writing what you know with Leigh Hobbs

When you write a story, do you sometimes base characters, events or settings on your own experiences? Leigh Hobbs, author and illustrator of The Big Book of Old Tom, claims there's always a little bit of himself in everything he writes. Is this true for you too?

Moving Image

Young authors' creative writing advice

When you write, is there a particular piece of writing advice you keep in the back of your mind - something that helps you to write a better story? Watch these two students talk about the advice given to them that helps them to write better stories.

Tablet friendly (Interactive resource)

Super stories: The Abandoned House: nouns and adjectives

Help a publishing director create a bestselling horror story. Read the story. Choose effective nouns and adjectives to increase the impact of the story and make it scarier. Select illustrations that highlight the horror of the events. This learning object is one in a series of four objects.

Tablet friendly (Interactive resource)

Super stories: The Abandoned House: verbs and adverbs

Help a publishing director create a bestselling horror story. Read the story. Choose effective verbs and adverbs to increase the impact of the story by making it scarier. Select illustrations that highlight the horror of the events.

Assessment resource

Wonderful words: space: assessment

Test your ability to create lively sentences by selecting the most appropriate words. For example, view animations of a rocket and an astronaut. Next, add appropriate adjectives and adverbs to two simple sentences about them to make the sentences more lively. Select a suitable connecting word or phrase to join your two ...

Assessment resource

Wonderful words: pets: assessment

Test your ability to create lively sentences by selecting the most appropriate words. For example, view animations of a cat and a fish. Next, add appropriate adjectives and adverbs to two simple sentences about them to make the sentences more lively. Select a suitable connecting word or phrase to join your two lively sentences. ...

Teacher resource

Storytelling traditions - unit of work

In this unit of work, students learn about storytelling traditions and how they may be used to pass on important cultural knowledge, such as Dreaming. They listen to, read and view traditional stories now told using writing, illustrations and digital forms. They respond to the stories by creating oral, written and visual ...

Assessment resource

Wonderful words: beach: assessment

Test your ability to create lively sentences by selecting the most appropriate words. For example, view animations of a boy and a girl on the beach. Next, add appropriate adjectives and adverbs to two simple sentences about them to make the sentences more lively. Select a suitable connecting word or phrase to join your ...

Assessment resource

Wonderful words: food: assessment

Test your ability to create lively sentences by selecting the most appropriate words. For example, view animations of a chef and a diner. Next, add appropriate adjectives and adverbs to two simple sentences about them to make the sentences more lively. Select a suitable connecting word or phrase to join your two lively ...

Teacher resource

Starting an adventure - unit of work

This unit of work explores elements of narrative in the context of a particular type of narrative, the adventure story. The unit is designed to help students understand the purpose of adventure stories, the narrative structure onto which the writer builds events, characters and setting, and how writers engage readers. Students ...

Assessment resource

Show and tell: that cat: assessment

Assess your ability to construct sentences by creating a recount of a cartoon about a cat chasing a dog. Select phrases to create sentences and build a basic factual recount. Rearrange the phrases to create the best word order in the sentences. Who was involved? What did they do? When, where or how did they do it? Add adjectives ...

Teacher resource

Who tells the story? - unit of work

In this unit of work students read different versions of popular stories and gain an understanding of how a story can be told from different points of view. They develop character profiles and a digital story based on one of the stories.