Year 7 Content matrix and Australian Curriculum mapping

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.1 Title: Breaking up, for the best Text category: Imaginative Text type: Narrative Form: Comic strip Purpose: To entertain and inform

Content Words, imagery and language patterns; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies authors use to engage readers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: Ethics Topic: Personal relationships

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Examining literature

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts drawn from di erent historical, social and cultural contexts ACELT1613

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

1

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.2 Title: Wind energy – what’s your take? Text category: Persuasive Text type: Discussion Form: Talk back radio (transcript) Purpose: To provide a forum for di erent viewpoints

Content Structures and language features of persuasive text; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies writers (and speakers) use to influence readers (and listeners) to accept a particular point of view

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: Humour Topic: Alternative energy forms

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

2

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.3 Title: Lights, camera … autograph please! Text category: Informative Text type: Procedure Form: Magazine article Purpose: To instruct on how to do something

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how writers vary the structure and purposes of texts to suit particular topics and purposes

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: Entertainment Topic: Celebrity culture

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

3

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.4 Title: Depression – reading the signs Text category: Informative Text type: Report Form: Information brochure

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to achieve the purpose of a text

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Purpose: To classify and/ or describe something in general and specific ways Theme: Health Topic: What is depression?

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

4

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.5 Title: Good bugs, bad bugs Text category: Imaginative/Informative Text type: Poetry Form: Jingle Purpose: To reflect on a real aspect of life, in a humorous and catchy way

Content Words, imagery and language patterns; humour; layers of meaning; structures and language features of imaginative and informative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating how text structures and language features work together to meet the purpose of a text

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: Science Topic: The science we carry

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand Examining literature

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712

Content descriptions Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

Responding to literature

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to di erent texts ACELT1615

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

5

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.6 Title: Training diary of an elite athlete Text category: Informative Text type: Recount

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including variations in text structures and layout to suit particular purposes

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Form: Diary entry Purpose: To recreate a sequence of events Theme: Sport Topic: Training regimes (Indigenous rugby player)

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Expressing and developing ideas

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts ACELA1524

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

6

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.7 Title: Exposed: the tattoo sleeve Text category: Informative Text type: Explanation Form: Article in popular science magazine

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to achieve the purpose of a text

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Purpose: To explain how or why something occurs Theme: Community Topic: Suburban tribes

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

7

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.8 Title: Alone, cold and 14 tomorrow Text category: Informative/Imaginative Text type: Description Form: Observation

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including the use of language to evoke strong visual images and/or to engage readers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Purpose: To describe the specific features of something or someone Theme: Media Topic: Homeless teenagers

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Examining literature

Recognise that ideas in literary texts can be conveyed from di erent viewpoints, which can lead to di erent kinds of interpretations and responses ACELT1610

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702

Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts drawn from di erent historical, social and cultural contexts ACELT1613

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

8

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.9 Title: Hope and adventure in Finding Nemo Text category: Persuasive Text type: Text response

Content Structures and language features of persuasive texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies used to position readers to accept a particular point of view

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Form: Film review Purpose: To respond to a visual text, at an evaluative level Theme: Language Topic: Expressing ideas and values

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand Literature and context

Content descriptions Make connections between students’ own experiences and those of characters and events represented in texts drawn from di erent historical, social and cultural contexts ACELT1613

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

9

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.10 Title: A strange encounter Text category: Imaginative Text type: Narrative Form: Personal anecdote/myth Purpose: To entertain and inform

Content Words, imagery and language patterns; simile and metaphor; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies authors use to engage readers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: People Topic: The Australian character

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand Examining literature

Content descriptions Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

10

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.11 Title: Memories in a suitcase Text category: Imaginative Text type: Poetry Form: Free verse Purpose: To reflect on a real aspect of life Theme: Home Topic: Refugees – Asian context

Content Words, imagery and language patterns, including sound devices and imagery; simile, metaphor and personification; layers of meaning; structures and language features of imaginative texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques and strategies poets use to express ideas

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand Examining literature

Content descriptions Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

11

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.12 Title: Is the book dead? Text category: Persuasive Text type: Exposition Form: Letter to editor Purpose: To persuade, through the use of personal anecdote

Content Structures and language features of persuasive texts; predicting and confirming meaning; monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including strategies writers use to influence readers to accept a particular point of view

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Theme: History Topic: E-books

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

12

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.13 Title: The ultimate chocolate cupcake Text category: Informative Text type: Procedure

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including techniques that writers use to inform and entertain readers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Form: Recipe Purpose: To instruct on how to do something Theme: Communication Topic: Cooking with a di erence

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

13

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.14 Title: From little things, a big community grows Text category: Informative Text type: Recount

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including how text structures and language features work together to meet the purpose of a text

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Form: Newspaper article Purpose: To recreate a sequence of events Theme: Design Topic: DIY

Content descriptions

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713 Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Analyse strategies authors use to influence readers ACELY1801

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

14

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Reading comprehension Unit 7.1.15 Title: Climbing to the top of the world Text category: Informative Text type: Description Form: Description of natural phenomenon

Content Structures and language features of informative texts; predicting, confirming and monitoring meaning; interpreting and analysing ideas; evaluating the quality of texts, including the use of language to evoke strong visual images and/or to engage readers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Purpose: To describe the specific features of something or someone Theme: Adventure Topic: Natural landscapes – Asia-Pacific region

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand

Content descriptions

Strand: Literature Sub-strand Examining literature

Content descriptions Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1702 Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings ACELY1712 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1703 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1713

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

15

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.1 Title: Breaking up, for the best Text category: Imaginative Text type: Narrative Form: Comic strip Purpose: To entertain and inform Theme: Ethics Topic: Personal relationships

Content Purpose, audience, text type/form: To engage the reader, by presenting a universal human ‘crisis’ in a condensed story form (comic strip), to a sympathetic audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Backstory/ precipitating events; series of speech events leading to decision/problem, in chronological sequence (Complication); text ends with a possibility of a sequel (Resolution/Coda) Language features: Visual and verbal representations of characters, setting and plot; spoken, colloquial language; depictions of body language and gestures; speech or thought bubbles; frames in sequence

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Responding to literature

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Content descriptions Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELT1609

Use metalanguage to describe the e ects of ideas, text structures and language features on particular audiences ACELT1795 Examining literature

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

16

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.2 Title: Wind energy – what’s your take? Text category: Persuasive Text type: Discussion Form: Talk back radio (transcript) Purpose: To provide a forum for di erent viewpoints Theme: Humour Topic: Alternative energy forms

Content Purpose, audience, text type/form: To allow the expression of di erent and/ or opposing viewpoints, in the form of a talk back radio show, for participants who have already formed an opinion on the issue/topic

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction and/or brief outline of the issue/topic by the talk back show host (Issue Statement stage); series of comments and/or expressions of supporting and opposing opinion from callers (Arguments stage); call for an ad break by host (Conclusion stage)

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Analyse strategies authors use to influence readers ACELY1801

Language features: General and specific nouns; relating, sensing and action verbs; text connectives; adverbs and adverbial phrases

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

17

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.3 Title: Lights, camera … autograph please! Text category: Informative Text type: Procedure Form: Magazine article Purpose: To instruct on how to do something Theme: Entertainment Topic: Celebrity culture

Content Purpose, audience, text type/form: To provide instructions on how to obtain autographs from TV celebrities, in a magazine article that follows a recipe format, for a sympathetic, young audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Statement of intention of the text (Goal stage); sequence of steps that readers should follow to acquire autographs from celebrities (Steps stage)

Content descriptions

Strand: Language Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Expressing and developing ideas

Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Strand: Literature Sub-strand

Content descriptions

Language features: Sentences in imperative mood; active voice; precise and technical language; mainly action verbs; adverbials of time, place and manner

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

18

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.4 Title: Depression – reading the signs Text category: Informative Text type: Report Form: Information brochure Purpose: To classify and/ or describe something in general and specific ways Theme: Health Topic: What is depression?

Content Purpose, audience, text type/form: To present an authoritative but accessible description of the symptoms and treatment of depression, in the form of an information brochure, for a teenage audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Opening statement/description of depression as a medical or psychological condition (General Classification stage); series of more detailed descriptions of the symptoms and treatment of depression, organised into groups of relevant information (Description stage)

Content descriptions

Strand: Language Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Expressing and developing ideas

Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Strand: Literature Sub-strand

Content descriptions

Language features: Specific and generalised terms (e.g. ‘friend’, ‘people’); a range of di erent kinds of verbs, including relating verbs; technical and/or medical terms; adverbs of time and manner; headings, subheadings, paragraphs

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

19

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.5 Title: Good bugs, bad bugs Text category: Imaginative/Informative Text type: Poetry Form: Jingle Purpose: To reflect on a real aspect of life, in a humorous and catchy way Theme: Science Topic: The science we carry

Content Purpose, audience, text type/form: To present scientific information in a humorous and catchy way, in the form of a jingle, for an audience who knows something about the topic

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Characteristic ‘hook’ (musical or verbal phrase); lyrics and tune organised in repeating Chorus and Verse stages Language features: Everyday and technical terms; action verbs; active voice; simple but precise adjectives and nouns; personification; repetitive rhythm and regular rhyming patterns

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Responding to literature

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Content descriptions Use metalanguage to describe the e ects of ideas, text structures and language features on particular audiences ACELT1795

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to di erent texts ACELT1615 Examining literature

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

20

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.6 Title: Training diary of an elite athlete Text category: Informative Text type: Recount Form: Diary entry Purpose: To recreate a sequence of events Theme: Sport Topic: Training regimes (Indigenous rugby player)

Content Purpose, audience, text type/form: To recreate the training schedule of an elite athlete, in a personal diary format, for a general audience interested in sport and/or training

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction to the diary entries, including the reasons behind this endeavour (Orientation stage); sequential listing of day-by-day events and personal reflections on these events in a week-long training schedule (Series of Events and Personal Comments stages)

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Common and proper nouns; pronouns; evaluative language (especially adjectives); action and relating verbs; past tense; time conjunctions and text connectives; adverbial phrases

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

21

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.7 Title: Exposed: the tattoo sleeve Text category: Informative Text type: Explanation Form: Article in popular science magazine Purpose: To explain how or why something occurs Theme: Community Topic: Suburban tribes

Content Purpose, audience, text type/form: To explain the processes involved in getting a ‘sleeve’ tattoo in the form of a magazine column written by a tattooist, for an audience interested in tattoos

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Identification of the process or phenomenon to be explained, including the definition of a ‘sleeve’ tattoo (Phenomenon Identification stage); sequence of more detailed explanations about reasons for getting a ‘sleeve’ and the stages, processes and associated changes involved (Explanation Sequence stage); concluding comment (Conclusion stage)

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Technical language related to the process of getting a tattoo sleeve; action and relating verbs; causal and temporal text connectives; adverbs of time, place, manner, reason and purpose

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

22

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.8 Title: Alone, cold and 14 tomorrow Text category: Informative/Imaginative Text type: Description Form: Observation Purpose: To describe the specific features of something or someone Theme: Media Topic: Homeless teenagers

Content Purpose, audience, text type/form: To describe the experiences, aspirations and future prospects of a young girl living on the street in the form of a personal reflection, for a young audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction to the subject of the text, a young girl called Miranda; a series of descriptions of Miranda’s life on the street, including where she sleeps, obtains food, passes the time and her hopes for the future; disclosure of the identity of the narrator as Miranda later in her life

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Specific common and proper nouns; adjectives; pronouns; action, relating and sensing verbs; adverbs of manner; use of figurative and/or symbolic language to build description

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

23

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.9

Content

Title: Hope and adventure in Finding Nemo

Purpose, audience, text type/form: To provide a personal response to a popular children’s film, in the form of a review, for a general audience

Text category: Persuasive Text type: Text response Form: Film review Purpose: To respond to a visual text, at an evaluative level Theme: Language Topic: Expressing ideas and values

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction to the focus of the text and the reviewer’s overall response to the film (Context stage); description/synopsis of the film (Description stage); judgements related to the reviewer’s overall response to the film, in terms of the concepts of hope and wonder ( Judgment stage) Language features: Common, proper and abstract nouns; adjectives building description; adverbs intensifying adjectives; relating, action, thinking/ feeling and existing verbs; present tense; persuasive and evaluative language

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Content descriptions

Strand: Language Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Examining literature

Content descriptions Recognise that ideas in literary texts can be conveyed from di erent viewpoints, which can lead to di erent kinds of interpretations and responses ACELT1610 Identify, describe, and discuss similarities and di erences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style ACELT1616 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1617

24

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.10 Title: A strange encounter Text category: Imaginative Text type: Narrative Form: Personal anecdote/myth Purpose: To entertain and inform Theme: People Topic: The Australian character

Content Purpose, audience, text type/form: To engage the reader in an imaginary story involving incredible events, in the form of an Australian bush yarn or tall tale, for a general audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Clear progression through Orientation, Complication, Resolution and Coda stages; rising sense of tension and eventual disclosure of the fictional basis of the tale

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Responding to literature

Content descriptions Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to di erent texts ACELT1615

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Specific nouns and a wide range of adjectives; action, saying and sensing verbs; adverbs and adverbial phrases of time, place, manner and reason; conjunctions of time; colloquial language/ Australian slang

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

25

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.11 Title: Memories in a suitcase Text category: Imaginative Text type: Poetry Form: Free verse Purpose: To reflect on a real aspect of life Theme: Home Topic: Refugees – Asian context

Content Purpose, audience, text type/form: To reflect on the experience of being a refugee/immigrant, in the form of a free verse poem, for a teenage audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Lines of prose arranged in four stanzas or verses; no regular rhyme or rhythm pattern; some repetition of sounds, words and phrases

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Responding to literature

Content descriptions Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to di erent texts ACELT1615

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Evocative and figurative language and poetic techniques, including similes, personification and onomatopoeia; unrhymed lines with no set metrical pattern; sounds and looks like natural speech

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

26

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.12 Title: Is the book dead? Text category: Persuasive Text type: Exposition Form: Letter to editor Purpose: To persuade, through the use of personal anecdote Theme: History Topic: E-books

Content Purpose, audience, text type/form: To express one point of view on a particular issue, with the intention of persuading others to agree with this view, in the form of a letter to the editor, for a general audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Clear progression through Contention, Arguments, Conclusion stages; elaborations and evidence provided in support of each argument

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711 Analyse strategies authors use to influence readers ACELY1801

Language features: General and specific nouns and adjectives related to the focus issue, including some technical language; evaluative words and phrases that express the writer’s judgements on the issue; action, relating and sensing verbs

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

27

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.13 Title: The ultimate chocolate cupcake Text category: Informative Text type: Procedure Form: Recipe Purpose: To instruct on how to do something Theme: Communication Topic: Cooking with a di erence

Content Purpose, audience, text type/form: To provide instructions on how to make a classic party food item, in the form of a recipe, for a teenage or young adult audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Humorous introduction to the text, including the stated goal of the text (Goal Statement stage); lists of ingredients required and directions for cooking chocolate cupcakes (Steps stage); humorous additions/asides to readers throughout the text

Content descriptions

Strand: Language Sub-strand

Content descriptions

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Expressing and developing ideas

Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Strand: Literature Sub-strand

Content descriptions

Language features: Precise terms related to cooking in general and cupcakes in particular; sentences in imperative mood; action verbs; adverbs and adverbial phrases of time, place, manner and degree; temporal text connectives

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

28

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.14 Title: From little things, a big community grows Text category: Informative Text type: Recount Form: Newspaper article Purpose: To recreate a sequence of events Theme: Design Topic: DIY

Content Purpose, audience, text type/form: To reconstruct the events involved in designing and building a community rooftop garden, in the form of a newspaper article, for a known/local audience

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction to the overall event of creating a community garden, including a celebration of collaborative action (Orientation stage); reconstruction of key events involved in establishing the garden, in chronological order (Series of Events stage); accompanied by some evaluative comment and/or reactions by the writer (Personal Comments stage)

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Language features: Common and proper nouns; pronouns; adjectives and adjectival phrases to add more details about people and the garden; action, relating and saying verbs; past tense; adverbs and adverbials of time, place, manner and reason

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

29

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Writing Unit 7.1.15 Title: Climbing to the top of the world Text category: Informative Text type: Description Form: Description of natural phenomenon Purpose: To describe the specific features of something or someone Theme: Adventure Topic: Natural landscapes – Asia-Pacific region

Content Purpose, audience, text type/form: To describe the natural phenomenon of a remote mountain range, in the form of a speech, for a group of mountaineers

Strand: Literacy Sub-strand Interpreting, analysing, evaluating

Text structure: Introduction to the purpose of the speech, including an identification of the focus of the text as Mt Everest (Introduction to the Subject stage); more detailed and evocative descriptions of the physical and environmental features of the mountain and/or its accessibility (Descriptions of the Features of the Subject); closing tribute to the mountaineers and their mission

Content descriptions Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1701

Strand: Language Sub-strand Text structure and organisation

Content descriptions Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELA1504

Strand: Literature Sub-strand Responding to literature

Analyse how text structures and language features work together to meet the purpose of a text ACELY1711

Content descriptions Use metalanguage to describe the e ects of ideas, text structures and language features on particular audiences ACELT1795

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to di erent texts ACELT1615 Examining literature

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELT1611

Language features: Specific nouns, adjectives and adjectival phrases; action and relating verbs; adverbs and adverbial phrases of time, place, manner and extent; use of figurative language, including personification, to build description

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

30

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.1 Title: Breaking up, for the best

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Evaluative language

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525

Drop the final ‘e’ spelling rule – verbs

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Strand: Literature Sub-strand

Content descriptions

Text category: Imaginative Text type: Narrative Form: Comic strip Purpose: To entertain and inform Theme: Ethics Topic: Personal relationships

Unit 7.1.2 Title: Wind energy – what’s your take? Text category: Persuasive Text type: Discussion Form: Talk back radio (transcript) Purpose: To provide a forum for di erent viewpoints Theme: Humour Topic: Alternative energy forms

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

31

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.3 Title: Lights, camera … autograph please!

Content

Strand: Literacy Sub-strand

Technical language

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498 Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Text type: Procedure Form: Magazine article Purpose: To instruct on how to do something Theme: Entertainment Topic: Celebrity culture

Unit 7.1.4 Title: Depression – reading the signs

Spelling words with common prefixes and su xes

Text category: Informative Text type: Report

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Form: Information brochure Purpose: To classify and/ or describe something in general and specific ways Theme: Health Topic: What is depression?

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

32

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.5 Title: Good bugs, bad bugs

Content

Strand: Literacy Sub-strand

Technical language

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Imaginative/Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498 Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Text type: Poetry Form: Jingle Purpose: To reflect on a real aspect of life, in a humorous and catchy way Theme: Science Topic: The science we carry

Unit 7.1.6 Title: Training diary of an elite athlete

Spelling rules – adding su xes to base words

Text category: Informative Text type: Recount

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Form: Diary entry Purpose: To recreate a sequence of events Theme: Sport Topic: Training regimes (Indigenous rugby player)

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

33

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.7 Title: Exposed: the tattoo sleeve

Content

Strand: Literacy Sub-strand

Technical language

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1498 Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Text type: Explanation Form: Article in popular science magazine Purpose: To explain how or why something occurs Theme: Community Topic: Suburban tribes

Unit 7.1.8 Title: Alone, cold and 14 tomorrow

Common spelling patterns – doubling and dropping letters

Text category: Informative/Imaginative Text type: Description

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Form: Observation Purpose: To describe the specific features of something or someone Theme: Media Topic: Homeless teenagers

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

34

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.9 Title: Hope and adventure in Finding Nemo

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Spelling common prefixes and su xes

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Evocative language

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525

Text category: Persuasive

Strand: Literature Sub-strand

Content descriptions

Text type: Text response Form: Film review Purpose: To respond to a visual text, at an evaluative level Theme: Language Topic: Expressing ideas and values

Unit 7.1.10 Title: A strange encounter Text category: Imaginative Text type: Narrative Form: Personal anecdote/myth

Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Purpose: To entertain and inform Theme: People Topic: The Australian character

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

35

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.11 Title: Memories in a suitcase

Content

Strand: Literacy Sub-strand

Descriptive language

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525 Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512

Text category: Imaginative Text type: Poetry Form: Free verse Purpose: To reflect on a real aspect of life Theme: Home Topic: Refugees – Asian context

Unit 7.1.12 Title: Is the book dead?

Drop the final ‘e’ spelling rule – verbs

Text category: Persuasive Text type: Exposition Form: Letter to editor

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Purpose: To persuade, through the use of personal anecdote Theme: History Topic: E-books

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

36

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.13 Title: The ultimate chocolate cupcake

Content

Strand: Literacy Sub-strand

Homographs

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand the use of vocabulary to express greater precision of meaning, and know that words can have di erent meanings in di erent contexts ACELA1512 Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Text type: Procedure Form: Recipe Purpose: To instruct on how to do something Theme: Communication Topic: Cooking with a di erence

Unit 7.1.14 Title: From little things, a big community grows

Spelling irregular and uncommon plurals

Text category: Informative Text type: Recount Form: Newspaper article

Expressing and developing ideas

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526 Recognise uncommon plurals, for example ‘foci’ ACELA1514

Purpose: To recreate a sequence of events Theme: Design Topic: DIY

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

37

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Vocabulary/Spelling Unit 7.1.15 Title: Climbing to the top of the world

Content

Strand: Literacy Sub-strand

Common letter patterns – ‘ea’

Text category: Informative Text type: Description

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how to use banks of known words, word origins, base words, su xes and prefi xes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages ACELA1526

Form: Description of natural phenomenon Purpose: To describe the specific features of something or someone Theme: Adventure Topic: Natural landscapes – Asia-Pacific region

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

38

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.1 Title: Breaking up, for the best

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using exclamation marks

Text structure and organisation

Recognise that di erent types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449

Using commas to separate introductory words, phrases and clauses

Text structure and organisation

Understand the uses of commas to separate clauses ACELA1521

Text category: Imaginative

Strand: Literature Sub-strand

Content descriptions

Text type: Narrative Form: Comic strip Purpose: To entertain and inform Theme: Ethics Topic: Personal relationships

Unit 7.1.2 Title: Wind energy – what’s your take? Text category: Persuasive Text type: Discussion Form: Talk back radio (transcript) Purpose: To provide a forum for di erent viewpoints Theme: Humour Topic: Alternative energy forms

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

39

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.3 Title: Lights, camera … autograph please!

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using apostrophes to indicate contractions

Text structure and organisation

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters ACELA1480

Using commas to separate items in a list in a sentence

Text structure and organisation

Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465

Strand: Literature Sub-strand

Content descriptions

Text category: Informative Text type: Procedure Form: Magazine article Purpose: To instruct on how to do something Theme: Entertainment Topic: Celebrity culture

Unit 7.1.4 Title: Depression – reading the signs Text category: Informative Text type: Report Form: Information brochure Purpose: To classify and/ or describe something in general and specific ways Theme: Health Topic: What is depression?

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

40

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.5 Title: Good bugs, bad bugs

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using full stops and commas in poetry

Text structure and organisation

Recognise that di erent types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449

Using apostrophes to indicate contractions

Text structure and organisation

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters ACELA1480

Text category: Imaginative/Informative

Strand: Literature Sub-strand

Content descriptions

Text type: Poetry Form: Jingle Purpose: To reflect on a real aspect of life, in a humorous and catchy way Theme: Science Topic: The science we carry

Unit 7.1.6 Title: Training diary of an elite athlete Text category: Informative Text type: Recount Form: Diary entry Purpose: To recreate a sequence of events Theme: Sport Topic: Training regimes (Indigenous rugby player)

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

41

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.7 Title: Exposed: the tattoo sleeve

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using commas to separate clauses in complex sentences

Text structure and organisation

Understand the uses of commas to separate clauses ACELA1521

Using commas to separate items in a list in a sentence

Text structure and organisation

Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465

Strand: Literature Sub-strand

Content descriptions

Text category: Informative Text type: Explanation Form: Article in popular science magazine Purpose: To explain how or why something occurs Theme: Community Topic: Suburban tribes

Unit 7.1.8 Title: Alone, cold and 14 tomorrow Text category: Informative/Imaginative Text type: Description Form: Observation Purpose: To describe the specific features of something or someone Theme: Media Topic: Homeless teenagers

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

42

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.9 Title: Hope and adventure in Finding Nemo

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using capital letters for proper nouns

Text structure and organisation

Recognise that capital letters signal proper nouns and commas are used to separate items in lists ACELA1465

Using apostrophes to indicate possession (common and proper nouns)

Text structure and organisation

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506

Strand: Literature Sub-strand

Content descriptions

Text category: Persuasive Text type: Text response Form: Film review Purpose: To respond to a visual text, at an evaluative level Theme: Language Topic: Expressing ideas and values

Unit 7.1.10 Title: A strange encounter Text category: Imaginative Text type: Narrative Form: Personal anecdote/myth Purpose: To entertain and inform Theme: People Topic: The Australian character

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

43

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.11 Title: Memories in a suitcase

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using apostrophes to indicate possession (singular and plural nouns)

Text structure and organisation

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506

Using apostrophes to indicate possession (singular and plural nouns)

Text structure and organisation

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506

Text category: Imaginative

Strand: Literature Sub-strand

Content descriptions

Text type: Poetry Form: Free verse Purpose: To reflect on a real aspect of life Theme: Home Topic: Refugees – Asian context

Unit 7.1.12 Title: Is the book dead? Text category: Persuasive Text type: Exposition Form: Letter to editor Purpose: To persuade, through the use of personal anecdote Theme: History Topic: E-books

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

44

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.13 Title: The ultimate chocolate cupcake

Content

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand

Content descriptions

Using capital letters and full stops

Text structure and organisation

Recognise that di erent types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449

Using apostrophes to indicate possession (singular, plural and uncommon plural nouns)

Text structure and organisation

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELA1506

Text category: Informative

Strand: Literature Sub-strand

Content descriptions

Text type: Procedure Form: Recipe Purpose: To instruct on how to do something Theme: Communication Topic: Cooking with a di erence

Unit 7.1.14 Title: From little things, a big community grows Text category: Informative Text type: Recount Form: Newspaper article Purpose: To recreate a sequence of events Theme: Design Topic: DIY

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

45

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Punctuation Unit 7.1.15 Title: Climbing to the top of the world

Content

Strand: Literacy Sub-strand

Using commas to separate clauses

Content descriptions

Strand: Language Sub-strand Text structure and organisation

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand the uses of commas to separate clauses ACELA1521

Text category: Informative Text type: Description Form: Description of natural phenomenon Purpose: To describe the specific features of something or someone Theme: Adventure Topic: Natural landscapes – Asia-Pacific region

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

46

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.1 Title: Breaking up, for the best

Content

Strand: Literacy Sub-strand

Sensing verbs; subject and predicate in simple sentences

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Imaginative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand that verbs represent di erent processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Text type: Narrative Form: Comic strip Purpose: To entertain and inform Theme: Ethics Topic: Personal relationships

Text structure and organisation

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement ACELA1481

Unit 7.1.2 Title: Wind energy – what’s your take?

Auxiliary verbs (tense); complex sentences

Text category: Persuasive Text type: Discussion Form: Talk back radio (transcript) Purpose: To provide a forum for di erent viewpoints Theme: Humour Topic: Alternative energy forms

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Understand the di erence between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

47

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.3 Title: Lights, camera … autograph please!

Content

Strand: Literacy Sub-strand

Action verbs; simple sentences

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand that verbs represent di erent processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Text type: Procedure Form: Magazine article Purpose: To instruct on how to do something Theme: Entertainment Topic: Celebrity culture

Text structure and organisation

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505

Expressing and developing ideas

Understand that verbs represent di erent processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482

Unit 7.1.4 Title: Depression – reading the signs

Relating verbs; subject and predicate in sentences

Text category: Informative

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Text type: Report Form: Information brochure Purpose: To classify and/ or describe something in general and specific ways Theme: Health Topic: What is depression?

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Text structure and organisation

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505

48

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.5 Title: Good bugs, bad bugs

Content

Strand: Literacy Sub-strand

Action verbs; sentence fragments

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Imaginative/Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand that verbs represent di erent processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482 Recognise that sentences are key units for expressing ideas ACELA1435

Text type: Poetry Form: Jingle

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Purpose: To reflect on a real aspect of life, in a humorous and catchy way Theme: Science Topic: The science we carry

Unit 7.1.6 Title: Training diary of an elite athlete

Sensing verbs and relating verbs; compound sentences

Text category: Informative Text type: Recount Form: Diary entry Purpose: To recreate a sequence of events Theme: Sport Topic: Training regimes (Indigenous rugby player)

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Expressing and developing ideas

Understand that verbs represent di erent processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELA1482 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

49

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.7 Title: Exposed: the tattoo sleeve

Content

Strand: Literacy Sub-strand

Adverbs; complex sentences

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand the di erence between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522

Text type: Explanation Form: Article in popular science magazine

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Purpose: To explain how or why something occurs Theme: Community Topic: Suburban tribes

Unit 7.1.8 Title: Alone, cold and 14 tomorrow

Adjectives; compound sentences

Text category: Informative/Imaginative Text type: Description Form: Observation Purpose: To describe the specific features of something or someone Theme: Media Topic: Homeless teenagers

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Expressing and developing ideas

Explore di erences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) ACELA1452 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508

50

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.9 Title: Hope and adventure in Finding Nemo

Content

Strand: Literacy Sub-strand

Adjectival phrases; complex sentences

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand the di erence between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508

Text category: Persuasive Text type: Text response Form: Film review Purpose: To respond to a visual text, at an evaluative level

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522

Theme: Language Topic: Expressing ideas and values

Unit 7.1.10 Title: A strange encounter

Articles and demonstratives; independent and dependent clauses

Text category: Imaginative Text type: Narrative Form: Personal anecdote/myth Purpose: To entertain and inform

Expressing and developing ideas

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522

Theme: People Topic: The Australian character

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

51

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.11

Content

Title: Memories in a suitcase

Common, concrete and proper nouns; subject and predicate in simple sentences

Strand: Literacy Sub-strand

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Imaginative Text type: Poetry

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508

Form: Free verse Purpose: To reflect on a real aspect of life Theme: Home Topic: Refugees – Asian context

Text structure and organisation

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold ACELA1505

Expressing and developing ideas

Understand the di erence between main and subordinate clauses and that a complex sentence involves at least one subordinate clause ACELA1507

Unit 7.1.12 Title: Is the book dead?

Subordinating conjunctions; dependent clauses

Text category: Persuasive Text type: Exposition Form: Letter to editor Purpose: To persuade, through the use of personal anecdote

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas ACELA1522

Theme: History Topic: E-books

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

52

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.13 Title: The ultimate chocolate cupcake

Content

Strand: Literacy Sub-strand

Adverbs; compound sentences

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Text category: Informative

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand how adverb groups/phrases and prepositional phrases work in di erent ways to provide circumstantial details about an activity ACELA1495 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467

Text type: Procedure Form: Recipe Purpose: To instruct on how to do something

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

Theme: Communication Topic: Cooking with a di erence

Unit 7.1.14 Title: From little things, a big community grows

Adverbial (prepositional) phrases; compound sentences

Text category: Informative Text type: Recount Form: Newspaper article Purpose: To recreate a sequence of events Theme: Design Topic: DIY

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

Expressing and developing ideas

Understand how adverb groups/phrases and prepositional phrases work in di erent ways to provide circumstantial details about an activity ACELA1495 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467 Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523

53

Year 7 Content matrix and Australian Curriculum mapping • • • •

To search for specific topics, content type, or areas of the curriculum use CTRL + F and a dialogue box will pop up. Type in what you’re looking for (e.g. adverbial phrases or ACELA1531) and press enter. The information in each level is organised by learning area and follows this order: Reading Comprehension, Writing, Vocabulary/Spelling, Punctuation, Grammar. The first ‘Content’ column relates to the specific content of the WordFlyers unit. All other columns are about which aspects of the Australian Curriculum are being taught. All curriculum information is consistent with version 7.0 of the Australian Curriculum, 7 August 2014.

7.1 Grammar Unit 7.1.15 Title: Climbing to the top of the world

Content

Strand: Literacy Sub-strand

Adjectives and adjectival phrases; compound sentences

Text category: Informative Text type: Description Form: Description of natural phenomenon Purpose: To describe the specific features of something or someone

Content descriptions

Strand: Language Sub-strand Expressing and developing ideas

Content descriptions

Strand: Literature Sub-strand

Content descriptions

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction ACELA1467 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea ACELA1508

Theme: Adventure Topic: Natural landscapes – Asia-Pacific region

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of the material at http://www.australiancurriculum.edu.au This material is reproduced with the permission of ACARA.

© 2014 Blake eLearning, WordFlyers, ISBN 978-1-922090-40-9

54