English / Year 6 / Language / Text structure and organisation

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Curriculum content descriptions

explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features (AC9E6LA03)

Elaborations
  • exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts
  • examining a text to identify strategies such as exaggeration to create humour
  • recognising that texts are organised into stages such as an introduction and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a “hook” or a flashback
  • explaining the characteristic stages and phases in reviews, discussions of alternative positions or historical recounts and identifying any adaptations of typical structures or language features
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
  • Literacy Literacy
ScOT terms

Text structure,  Texts,  Language conventions

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Garage beat: advertisement

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Help members of a garage band to upgrade their musical instruments. Use a checklist from the lead singer to compare advertisements for used instruments. Identify instrument features, band preferences and price limits. Then build an advertisement aimed at selling a drum kit. Use a model structure, images and sample text.

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Narrative structure with Gary Crew

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Listen as Gary Crew talks about the narrative structure of his book, Strange Objects. What are the reasons he gives for incorporating so many different sorts of texts (from newspaper articles to diaries and archeological reports) into his narrative?

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Shaun Tan's The Lost Thing

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This is a very rich resource for students from the Australian Centre for the Moving Image (ACMI), which gives them an insight into the art of Shaun Tan through a focus on both the book and the film of The Lost Thing. The content focuses on aspects of storytelling, including themes, techniques, forms and language, visual, ...

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Researching with Gary Crew

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When authors write stories involving historical events, they often spend time doing research. Why do you think they might do this? What are some of the primary source documents Gary Crew used to inform his book, Strange Objects?

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Syllabus bites: Visual literacy

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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 ...

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Landmarks: people and places across Australia

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This resource features the Landmarks gallery, which traces a broad history of Australia since British colonisation in the late 18th century. The exhibition explores ten big themes in the country's past through the stories of Australian places and the people who have lived there. It examines how people have engaged with ...

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BTN: What makes news?

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What makes an event a news story? Find out about the well-established 'news formula' and how it helps determine what stories become news and what ones don't.

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Aim to Sustain

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Students identify and explore ways in which human activity can threaten biodiversity and the health of our planet. Students are encouraged to take positive action to promote sustainability. The four resources: Get the message, Help a habitat, Alien invaders and A world of difference include videos, SMART notebooks, worksheets ...

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Syllabus bites: types of sentences

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A web page resource with information, teacher guides and activities on types of sentences to support the Australian Curriculum in English K–10. It has detailed activities, links to resources and quizzes.

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Syllabus bites – responding to literature

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

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Merri Creek - river of rubbish?

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Find out about some of the issues and solutions related to managing litter pollution at a local creek. View this clip called 'Merri Creek - river of rubbish?', created by young reporters from North Fitzroy Primary School, Victoria. The clip was developed as part of the ABC Splash Live 'Making the news!' project, which featured ...

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Explore how cameras are used to tell a story in films. Learn words used to describe camera shots, movements and angles. See how combinations of camera shots can hide or reveal things, set a mood and influence audience feelings. Look at ways to create feelings such as excitement, humour or fear. For example, filming from ...

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Rainforest: make a walking track

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Finish the story: boat disaster

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What are food miles, and how can a farmers' market support sustainable farming and supply a community with fresh food? To find out, view this clip called 'To market, to market', created by young reporters from Willunga Primary School, South Australia. The clip was developed as part of the ABC Splash Live 'Making the news!' ...

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BTN: Did you see it? Subliminal advertising

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Are you persuaded to purchase products by the advertising you see on TV? If advertising was so subtle that we couldn't distinguish it from the content of the shows we watch, what effect might this have? Watch this clip and find out how some advertisers are using hidden messages to advertise products and influence our purchasing ...

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Find out about the native plants and animals found at a local creek, and about introduced plants (weeds) that are impacting this natural habitat. View this clip called 'The Merri Creek Project', created by young reporters from North Fitzroy Primary School, Victoria. The clip was developed as part of the ABC Splash Live ...

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Know your audience

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Before you watch this video, guess the intended readership of Shamini Flint's Diary series about a boy playing sports. How did you come to this conclusion? Were you correct? Why do you think it's important for writers to think about who their intended readers are?

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