Symbols That Speak - Toolkit
This flexible task sheet supports students in Years 3-6 to create a visual comparison of symbolism in Leila and the Blue Fox and Migrants. Students identify symbolic imagery, discuss the mood or emotions they convey and represent their thinking through annotated visuals, labelled diagrams, or short written explanations. The differentiated instructions support creative expression and critical thinking at each level.
Learning goals
- We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
- 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 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 plan and deliver oral or multimodal short presentations, providing some key details in logical sequence.
- 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 to plan, rehearse and deliver presentations in an organised manner with relevant facts and description from reliable sources.
- 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, rehearse and deliver presentations for specific audiences and purposes in an organised manner with multimodal elements and relevant facts from reliable sources.
- 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, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.
- 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.
- 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 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 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 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 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, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner with appropriate features of voice and relevant facts from reliable sources.
- 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, 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, 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.
Curriculum alignment
AC9E4LA09
9
Understand past, present and future tenses and their impact on meaning in a sentence
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
AC9E4LY07
9
Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
AC9E5LA09
9
Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession
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
AC9E5LY07
9
Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
AC9E6LA09
9
Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue
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
AC9E3LY07
9
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
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
AC9E3LA09
9
Identify how images extend the meaning of a text
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
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
ACELY1717
8.4
Use a range of software, including word processing programs, learning new functions as required to create texts
ACELY1715
8.4
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
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
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
ACELA1521
8.4
Understand the uses of commas to separate clauses
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
ACELY1705
8.4
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
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
ACELY1700
8.4
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
ACELA1506
8.4
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns
ACELY1695
8.4
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
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
ACELY1689
8.4
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences
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
ACELY1683
8.4
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
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
ACELY1677
8.4
Plan and deliver short presentations, providing some key details in logical sequence
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
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)
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
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-3A
old
Uses effective handwriting and publishes texts using digital technologies
EN2-6B
old
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2-9B
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
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
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-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-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
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
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-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
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-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
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
VCELA349
Understand the uses of commas to separate clauses
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
VCELY308
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements
VCELA322
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns
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
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
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
VCELY338
Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
VCELY276
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume
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
VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create texts
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
VCELY269
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
VCELY267
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
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
VCELA262
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
VCELA248
Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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