Language
Language for interacting with others
Understand how language expresses and creates personal and social identities
WA7ELAI1
For example:
- developing dialogue that reveals character, such as in a comic
Recognise language used to evaluate texts, including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources
WA7ELAI2
For example:
- building knowledge about words of evaluation, including words to express emotional responses to texts, such as shock, fear, anger, happiness and concern
- discussing how evaluative language is used to critically assess the validity of evidence and the reliability of sources, through using metalanguage, such as rigorous, biased, trustworthy, consistent and accurate
Text structure, organisation and features
Identify and describe how text structures and language features vary in texts according to purpose
WA7ELAT1
For example:
- examining the structures of book or film reviews and how they might move from description of context to summary of the text and then to judgement of the text
- explaining the social purpose of a persuasive text and how the purpose is reflected in the text structures and by the language features, such as analysing the structure and language features of a health awareness poster
Understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs
WA7ELAT2
For example:
- identifying strategies used to create cohesion when analysing the structure of a text, such as a print or online news article
- identifying how authors foreshadow how a text will unfold, through topic sentences, sentence openers and text connectives
Language for expressing and developing ideas
Understand how complex and compound‑complex sentences can be used to elaborate, extend and explain ideas
WA7ELALA1
For example:
- examining the addition of ideas using a compound-complex sentence, such as When dinosaurs roamed the earth, weather patterns shifted significantly and as a result vegetation was depleted.
- consolidating knowledge of simple, compound and complex sentences, recognising that a simple sentence can express sophisticated ideas and a complex sentence need not express complex ideas
Understand how consistency of tense through verbs and verb groups achieves clarity in sentences
WA7ELALA2
For example:
- identifying and discussing how verb tense is maintained in compound, complex and compound-complex sentences
Analyse how techniques, such as vectors, angle and/or framing in visual and multimodal texts can be used to create a perspective
WA7ELALA3
For example:
- comparing how two advertisements present the same product for different target audiences, and how their use of techniques creates different perspectives
Investigate the role of vocabulary in building specialist and technical knowledge, including terms that have both everyday and technical meanings
WA7ELALA4
For example:
- applying vocabulary used to write about graphic novels, such as gutter, bleed, panel, splash, transitions and emanata
Understand and use punctuation, including colons and brackets to support meaning
WA7ELALA5
For example:
- examining ways to add information to sentences by using different forms of punctuation
Word knowledge
Understand how to use spelling rules and word origins; for example, Greek and Latin roots, base words, suffixes, prefixes and spelling patterns to learn new words and how to spell them
WA7ELAW1
For example:
- using spelling generalisations (rules), such as change final y to i before adding a suffix, unless the y is preceded by a vowel or unless the suffix begins with i in words like cried, crying
- using knowledge of Greek and Latin roots to understand and spell words with prefixes, such as <anti> antidote, antibiotic or <pre> presume, prepare
- using spelling patterns to learn new words, such as drought, bough, plough