2. In pairs, choose a year level group to work on: F-2, 3-4, or 5-6.

3. Select two work samples (look for Resources).

4. Discuss how the selected work samples meet the learning outcomes and content descriptions.

5. Collaborate with the same year groups to develop a common understanding of work samples and aligned learning outcomes and content descriptions.

2. Share your teaching resource/s and evaluate its effectiveness for achieving learning outcomes.

• This is an example of a short-form text that demonstrates how information can be presented in a format that is also highly visual.

• This text demonstrates how a poster can inform and persuade; how it can have an emotional impact i.e. concern for nature, conservation etc.

• It can also effectively condense large amounts of info e.g. flow chart demonstrates impact of litter on ocean.

• Visuals of hands create more immediacy and speak to viewer e.g. 'YOU can help'. Similarly, the directive "come and join us" also does this.

This is a great short video that does not make anyone bored because it is straight to the point so it is good for people who have short attention spans.

1. Video with animation and audio to display a story incorporating Indigenous culture <language, dreamtime stories and location>.

2. The purpose of the video is to teach students a moral >> listen to others or you may face repercussions

3. Animations draw more focus and attention to the story, make an impression on a targeted audience <F to 6>

4. Language, using less complex literacy to allow students to understand the story and the moral of the story easily.

It’s clearly an information text, kids quickly learn “this text is to inform.”

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Easy features to see, headings, captions, labels, short fact sentences.

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Teacher read-aloud so students can learn without needing strong reading yet.

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Pictures help, images make the meaning clear and keep kids interested.

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Simple structure intro, facts in groups, quick finish = easy to spot “how it’s organised.”

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High engagement penguins are fun, so attention stays on the lesson

-This is an example of a multimodal text that demonstrates how information can be presented through a video.

-Short video with animation and audio to display indigenous culture

“Discuss how authors create characters and settings using language and images to engage the reader.”

•This is an example of a short form (video clip) that demonstrates how information can be presented through both visual and spoken language.

•The clip effectively uses direct speech to engage students and illustrate key points in a concise way.

•It shows how audio visual elements (tone, expression, and movement) can clarify ideas and make learning more interactive compared to written text.

•This resource supports understanding that texts can take many forms (spoken, visual, and digital) and that each form serves different purposes in communicating meaning.

This is a multimodal text that combines images and the written word around the theme "My Place". This is in reference to the 1987 autobiographical text of the same name by Aboriginal author Sally Morgan. This text was about understanding her family's history. Similarly, the sample text uses this intertextuality to investigate the student's own family history, recounting her family's migration to Australia. The student incorporates similar anecdotal information and a map of her neighbourhood.

Language | Language for interacting with others

AC9E7LA02

recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources

Ideas are linked with simple time words like then and before. Sentences mostly make sense. Capital letters and full stops are used most of the time.It has a clear purpose. It tells a fun story to entertain a reader.

It follows a simple story shape. Beginning then middle then end. That makes the ideas easy to follow. Events are in order. This shows the writer can sequence actions. The topic stays steady. Words like planet bugs ship and remote keep the story on track. Pictures are not needed to understand it. The writing alone makes sense for Year 2. The language is lively. Sound words like beep and action words like ran and teleported keep interest. There are attempts at speech and announcements. This shows the writer is trying out different ways to tell a story.

Most sentences are complete. Capitals and full stops are used many times. This shows growing control.

Simple structure allows students to navigate themselves

Simplified information makes it a good entry level text for students to understand emperor penguins

Helps engage people who are better visual learners.

-Multimodal: Engages students through short sentences and annotated pictures relevant to what is being discussed.

-Encourages active attentiveness

-Supports easy understanding of concepts visually and audibly through reading out loud.

1. sutable for all ages

2. online quizz is engaging

This links directly to the content descriptor listed below, as this task involves examining literature to identify how the author uses these techniques to create the tone of the poem.

Literature | Examining literature

AC9E8LE05

analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect

This is an indirect source describing the historical significance of the periods between the ancient(Medieval, Renaissance) and modern past(European societies), more specifically through the use of a postcard detailed to Angkor Wat, Cambodia. The sample would allow students to understand the social, economic and cultural aspects and make connections related to the Asia-Pacific world at the time.

Skills | Communicating

AC9HH8S08

create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources