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Say it with Symbolism - Toolkit
3 4 5 6 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Interacting with Others Creating Texts 10 Pages

Say it with Symbolism - Toolkit

This toolkit includes four structured tools to support students in planning, drafting and refining a short story rich in symbolism, imagery and connotation. Designed for Years 3-6 and adaptable across ability levels, the set includes a task-specific planner, peer feedback form (TAG It and Tweak It), a symbol-spotting self-assessment checklist and an engaging task sheet to guide the writing process. Together, these resources help students deepen their understanding of how symbols, metaphors and visual details can enhance narrative meaning. Tasks are scaffolded with visual prompts, structured supports and language features aligned with curriculum expectations.

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Learning goals

  • We are learning to understand that different relationships and emotions can be shown through different camera angles, shot sizes, layouts and distances in picture books, advertisements and films.
  • We are learning to understand past, present and future tenses and their impact on meaning in a sentence, e.g. informative texts are usually written in present tense.
  • We are learning to use commas to indicate prepositional phrases, how possessives are signalled through apostrophes and how to use apostrophes with common, proper, plural nouns and multiple possession.
  • We are learning to understand how to use the comma for lists, to separate a dependent clause from an independent clause and in dialogue.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • 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 plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning that verbs are doing, thinking, saying and relating words and that time is represented through verb tense, e.g. she arrived, she is arriving.
  • We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning how possessives are signalled through apostrophes and how to use apostrophes with common, proper and plural nouns, e.g. my parents’ car.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to understand the uses of commas to separate clauses.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E5LA09 9 Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession 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 AC9E3LA09 9 Identify how images extend the meaning of a text AC9E4LA09 9 Understand past, present and future tenses and their impact on meaning in a sentence AC9E6LA09 9 Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELA1521 8.4 Understand the uses of commas to separate clauses ACELY1714 8.4 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 ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELA1478 8.4 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELA1506 8.4 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELA1482 8.4 Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELA1483 8.4 Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN2-9B old Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN3-2A old Composes, edits and presents well-structured and coherent texts EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience 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-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-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 EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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 EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
VCELA248 Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments 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 VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELA349 Understand the uses of commas to separate clauses VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELA262 Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense VCELA246 Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELA322 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

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

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