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Multimedia - Student Reference Card
6 Pre & Primary Essentials Resources English Creating Literature Interacting with Others Analysing, Interpreting & Evaluating Creating Texts 1 Page

Multimedia - Student Reference Card

This reference card helps reinforce their learning as a part of a larger unit for Year 5 where students learn to recognise and interpret multimodal texts while making one of their own.

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Learning goals

  • We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
  • We are learning to plan, create and adapt narratives in written, spoken or multimodal formats in innovative ways for a variety of audiences and purposes.
  • We are learning to contribute to discussions and share opinions, use strategies such as paraphrasing, questioning, clarifying and interrogating ideas to develop and support arguments.
  • We are learning to use appropriate language, features of voice and sentence structure adapted to suit the audience and purpose, e.g. welcoming a visitor to a school function.
  • We are learning to plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner, with appropriate features of voice and relevant information, arguments and facts from reliable sources.
  • We are learning to plan, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.
  • We are learning to analyse how text structures and language features work together to meet the purpose of a text and to engage and influence audiences.
  • We are learning to analyse how text structures and language features work together to meet the purpose of a text.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.
  • We are learning to analyse strategies authors use to influence readers.

Curriculum alignment

AC9E6LE05 9 Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices AC9E6LY02 9 Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E6LY07 9 Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features AC9E6LY03 9 Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELT1618 8.4 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways ACELY1816 8.4 Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience ACELY1801 8.4 Analyse strategies authors use to influence readers ACELY1711 8.4 Analyse how text structures and language features work together to meet the purpose of a text ACELY1710 8.4 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
EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY358 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 VCELY366 Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience VCELY345 Analyse strategies authors use to influence readers VCELY367 Participate in formal and informal debates and 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 VCELT355 Experiment with text structures and language features and their effects in creating literary texts VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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