Literacy - Key Stage 2 (7-11 year olds) Select a Category: Punctuation Grammar and Spelling Poetry Writing Speaking and Listening. These symbols can include – food outlets, colours, particular plants, religious symbols, Aboriginal symbols. Words and images can signify more than what they denote, extending us beyond their literal everyday meanings to understand and experience one thing in terms of another. Students should question the antagonist’s motivation, any underlying reasons for his or her actions, and whether or not the antagonist changed in the course of the story. In order to help develop students’ skills and confidence in communicating and speaking to an audience, stage 1 will be required to prepare a short talk about specific topics each week as part of their news. selects more specific and precise words to replace general words, responds to texts with unfamiliar content, teacher to source a character description, retells or performs part of a story from a character's point of view, figurative language has an effect on meaning, imagery may be expressed through comparisons. Discuss oral storytelling of the Aboriginal cultures and the importance of elders in storytelling. This set of goal cards are designed to help students develop their speaking and listening skills. Speaking and Listening: Key Stage 1 Speaking & Listening S.: Amazon.es: Orme, David, Andrew, Moira: Libros en idiomas extranjeros Students listen to the poem ‘Francesca Frog’ by Maura Finn found in The School Magazine. As a class, discuss the way that the reader uses pausing, rhythm, intonation and tone to engage the audience. Eleven speaking and listening goal cards for key stage 2 – upper. Teacher note – make links to the connection to Country and the importance of the land to Aboriginal people. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a two year period. Students are encouraged to create an alternate ending to the text. Continuing to work in pairs, the students can discuss a story of their own, and discuss what moral or message could be transferred through the telling of their personal story. EN2-1A – communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts, EN2-6B – identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features, EN2-10C – thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts, EN2-11D – responds to and composes a range of texts that express viewpoints of the world similar to and different from their own, EN2-12E – recognises and uses an increasing range of strategies to reflect on their own and others’ learning. Students share image and verbally describe it to a partner. This set of goal cards are designed to help students develop their speaking and listening skills. Opinion or Fact Flash. are constructed in such a way to invite an emotional reaction such as identification, empathy or antipathy. Once students open their eyes, they can draw in vivid detail what they saw in their mind's eye. They should be able to read most words effortlessly and to... LiteracySpeaking / ListeningGoals and FeedbackVisible LearningLiteracy GoalsLearning Goals, Year 5Year 7Year 4Year 6Key Stage 2 - Upper. Top Phonological awareness - Stage 2 (1 year - 2 years+) Speaking and listening - continued. What were the roads like? Do all people have the same connotations to this colour? Is it associated with a particular person, event, or time? Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. Imagery helps us see colours, sounds, textures and feelings. Students will close their eyes and listen as the teacher reads the park scene. There are opportunities for reading and writing, teacher notes and support materials. In small groups, students discuss a character from a text (movie or book) that they personally connect with. words and phrases that accurately describe this character. Speaking and Listening is an important part of the English curriculum. Each character to ask questions to the antagonist. 2. Early Stage 1 (Kindergarten) palm cards can have pictures/drawings on them to help. To add complexity or challenge, add other cubes/dice that for example, feature six different emotions, places/settings. Students are given a noun (character) such as bird. Empower your teachers and improve learning outcomes. The listening lesson is made up of three stages regardless of the framework you use. Wash your hands, cover your cough and stay home if you’re sick. Get the latest COVID-19 advice. Would you like something changed or customized on this resource? 'Tell About This' App. In small groups, present students with a theme, to which they must contribute as many onomatopoeic words as they can. Students read a part or all the poem aloud, attempting to use similar intonation. They learn that: Vocabulary to explore: Aboriginal, connotation, simile, onomatopoeia, alliteration, imagery, symbol. Set up a mock trial in the classroom. Identified syllabus outcomes in this unit: All resources listed in the activities are included at the end of this document. Using a different image, and swapping roles, repeat the activity. Interacting opportunities allow students to communicate expressively, becoming increasingly proficient as they share ideas and information in a widening variety of both social, school and classroom situations. 3850 Certificate in English – Speaking & Listening (Stage 2) The World of Music 2 Candidate instructions What you have to do Check you have put your name and details on the front cover of this test. Teacher to act as the judge to control the discussion. As a class, discuss the antagonists, or ‘villains’, in several fairy tales, familiar and contemporary texts. Students are to look out of the window and imagine they see something very strange. In small groups, students brainstorm symbols. Create, edit and share any type of classroom activity with ease. The Essential Speaking and Listening: Talk for Learning at Key Stage 2 Texts and responses to texts focuses on producing and responding to oral English texts used for social interaction and in the school context across the curriculum. As a class, view the image of the man falling. Print, laminate and stick a small magnetic strip to the back so they can be stuck on to your classroom whiteboard. Sign up now! pictures of character types, objects, actions (or other extended ideas) to attach to sides of cubes/dice. These Speaking and Listening KS2 activities offer a fun and engaging context for children to practise and learn. An interactive whiteboard resource which looks at the subtleties of language. By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. We will have the resource updated and ready for you to download in less than 24 hours. A noun group is a group of words relating to, or building on, a noun. Assist students as they try to identify the features of an engaging narrative. Students use persuasive language and 3 arguments to convince the class of one of the following arguments. Ideas for speaking and listening activities. Speaking and Listening 1 teaching resources for Australia. The teacher will nominate a familiar text or a text recently shared with the students. Twenty-six reading goal cards for key stage 2 - upper. interprets creative use of language (onomatopoeia). They then open their eyes and draw in vivid detail what they saw in their mind's eye. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012. Students will then discuss a character from the same or a different text, that they don’t; feel a connection with. Students to look out a door or window and verbally describe what they see to a peer. They learn that characters: may be judged by the reader, the other character constructs in the text, the narrator or the ‘author’. At the end of Stage A1, students can routinely use spoken English to do the following things: Receptive. For example – sad – heartbroken, melancholy, dismal. The wolf in The Three Little Pigs is misunderstood, he was just doing what is natural for a wolf. Please try the following steps: If you are still having difficulty, please visit the Teach Starter Help Desk or contact us. responds to and appreciates how Dreaming stories form part of an oral tradition for Aboriginal and Torres Strait Islander peoples. A set of 63 goal cards focusing on literacy for key stage 2 - upper. Sixteen comprehension goal cards for key stage 2 - lower. This product and assessment video has been created to support the 3850 Maths and English International qualification. Students understand that narratives may be interpreted in various ways. Students share what makes them connect – either through personality traits or events with a character. Lower Primary Years P-2 - Speaking and Listening Stage A1 Indicators of progress – Stage A1: texts and responses to texts. Note-the Assessment of Speaking and Listening (ASL) takes 8 minutes for a pair of 2 students to complete.This is actually conducted in three stages. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above. comprehension : The totality of intentions or attributes, characters, marks, properties, or qualities, that the object possesses; the totality of intentions that are pertinent to the context of a given discussion. Verbal games are great for developing speaking and listening skills, vocabulary, thinking and reasoning abilities and … Understanding stage: The stage of listening during which the listener determines the context and meanings of the words that are heard. As that character (which may or may not be a major character) they can retell part of the story from their point of view. These conventions are the way we construct a world that sets up and depends on expectations of human behaviour to amplify it. Select one known antagonist and review their role in the text. includes details and elaborations to expand ideas. Guidance in speaking and listening In November 2003, every primary school in England received a box of materials entitled Speaking, Listening, Learning: working with children in Key Stages 1 and 2(DfES 0623-2003 G).The materials were devised Cinderella should never have gone to the ball. It is important to take account of the individual communication strategies used by these students within the context of the English K–10 Syllabus and the learning opportunities below. uses adverbials to give more precise meaning to verbs (talking loudly), attends to sequence when recounting ideas, listens to a familiar story and retells, making minor adaptations if needed, retell or perform part of a story from a character's point of view, understand how to communicate effectively in pairs and groups using agreed interpersonal, conventions, active listening, appropriate language and taking turns, makes connections between students' own experiences and those of characters, uses a range of expressions to introduce a point of view, includes details and elaborations to expand ideas. Professional Objective A teaching resources. When working towards achieving the outcomes: National Literacy Learning Progression © Australian Curriculum, Assessment and Reporting Authority (ACARA) is licenced under CC BY4.0. term 3 2018 stage 2 poetry unit of work This is a revamp of the below unit to reflect the Geography unit : Places are Similar and Different - The Australian Continent Poetry Unit of work In the Excel spreadsheet, you can type a ‘y’ to get a green box that indicates the student has achieved that goal, an ‘n’ to indicate the child has not achieved the goal yet and a ‘w’ to indicate that the child is working toward achieving the goal. Avoid singing or reciting poems as you will have changed your Public Speaking into a different type of performance – 1 or 2 very short quotes are OK. Be informative – in an interesting way and stay on the topic. provides feedback based on structure, how well they included the three aspects and the tension and interest, or criteria already decided and shared at the beginning of the activity, includes details and elaborations to expand on ideas. Students are encouraged to use figurative language (similes, alliteration or onomatopoeia) to enable the listener to have a clear ‘picture’ of what the space looks like. Check that you are logged in to your account, Check that you have installed Adobe Reader (. Jack should not have traded the cow for beans. Some students will communicate using augmentative and alternative communication strategies to demonstrate their skills. Does everybody interpret a particular symbol the same way? Prompt students to think about – language choices the author has made, illustrations, amount of text, character development, plot, tension. Sharing picture books at Key Stage 2: Speaking and listening BookTrust. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. Speaking and Listening. Relevant NSW K-10 English Syllabus speaking and listening outcomes and content points have been identified. Choosing your country and state helps us to provide you with the most relevant teaching resources for your students. Key Stage 2 (KS2) - Upper covers students in Year 5 and Year 6. Browse and download resources, units and lessons by curriculum code or learning area. presents simple ideas clearly in group situations. Students choose a familiar character from a text (movie or book). Blank cards are also included for personalised goals. Students then use these new words in a sentence to describe a character. Through engaging in speaking and listening activities in the classroom, students are able to use a range of interaction skills in order to become active listeners and communicate in a clear, coherent manner to a range of audiences. [Learning across the curriculum content: critical and creative thinking]. there are different types of figurative language in different types of texts and media and for different audiences and purposes. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. [Learning across the curriculum content: critical and creative thinking]. If necessary, use the following prompts to assist groups: After groups have discussed ten approaches, the group must decide on one approach and share with the class why they selected this one. Liven up your speaking and listening activities with a great range of ideas, resources and display materials. Students take turns to role-play familiar characters from a text. Students put themselves in the ‘shoes’ of a pet (dog, cat, mouse, fish). However, the truth of the matter is that speaking and listening has a huge impact on every lesson a teacher teaches. This site uses cookies for analytics, personalized content and ads. [Learning across the curriculum content: Aboriginal and Torres Strait Islander histories and cultures]. Are antagonists always one-dimensional? Character cubes/dice could be split into two - one for protagonists, the other for antagonists. The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. Log in or sign up to join the conversation. Thirty-seven writing goal labels for middle primary. [Learning across the curriculum content: critical and creative thinking]. Character is an important concept in narrative as a driver of the action, a function in the plot, a way of engaging or positioning a reader or as a way of representing its thematic concerns. Linguistic structures and features focuses on … o Activity 1 - listen to the recording and answer the questions. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Thirty-seven reading goal cards for key stage 2 - lower. Students are encouraged to retell events in a logical order. Students present to the class their understanding of these different types of symbols and what they might mean. What do these symbols actually symbolise beyond what is obvious? uses descriptive language when describing. What motivates the antagonist to go against the main character? Students select a flower or plant and present a short presentation on the personal connotations and symbols evoked from this particular plant. Discuss the scene using the ‘five + 1 senses’ (see, hear, touch, taste, smell and feel). Students find a space to relax, close their eyes and listen to the guided imagery recording or the teacher reading the script. Speaking and listening - Stage 2 - CPC - Twinkl Excite your class with bespoke teaching material for speaking and listening Stage 2 English of the Cambridge Primary … Students describe to their partner what they are seeing. Students share image and verbally describe to a partner. Indicators of progress in the Speaking and Listening mode are organised into four aspects: 1. Which text was most effective in engaging the audience? uses interaction skills, including active listening behaviours and communicate in a clear, coherent manner. When we think, we think in narrative form. The peer tries to guess the character, using the clues given. Stage 2 Public Speaking EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning How the quality Teaching framework is met through this program Students describe in detail a familiar place using descriptive language. Speaking and listening activities based on the theme of religious issues conflicting with school policy. Are you having trouble downloading or viewing this resource? How does the author make us dislike the antagonist? You'll find debate packs, 'speak like an expert' activities and more. Cultural conventions of language use focuses on understanding and using spoken English in a variety of contexts and identifying how different contexts affect the way spoken English is used and interpreted. Based on thread and work of bluerose I’ve just added a few more pictures! Students are to imagine and then act out a conversation between the characters. This dramatization may occur before the story began, after the story finished, the first time the characters met or at the point of conflict. . These goals help students to reflect upon their work and become more responsible for their own learning. National literacy learning progression. Eleven speaking and listening goal cards for key stage 2 – upper. Created for teachers, by teachers! Operating an early childhood education service, What's happening in the early childhood education sector, Selective high schools and opportunity classes, Attendance matters – resources for schools, use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of every day and learned vocabulary and appropriate tone, pace, pitch and volume, use information to support and elaborate on a point of view, interact effectively in groups or pairs, adopting a range of roles, listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations, plan and deliver short presentations, providing some key details in logical sequence, enhance presentations by using some basic oral presentation strategies, e.g. Students select a character that they relate to, and plan and present a short presentation. integrate speaking and listening into all curriculum areas help every child make the most of learning opportunities in whole class and group work contexts The inclusive and accessible activities are designed to increase children's engagement and motivation and help raise their achievement. Ten comprehension goal labels for key stage 1. Teach with comprehensive, curriculum aligned units and lessons. Why and how does this image create tension? Character is traditionally viewed as a description of a fictional person. The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language.. Do you have a different connotation to this colour? Students share with peers the alternate ending and discuss why the changes were made and how this might affect the audience. The National Literacy Learning Progression describes the observable behaviours as students gain proficiency in using Standard Australian English language. While our team makes every effort to complete change requests, we can't guarantee that every change will be completed. Students understand that characters are represented in such a way as to have motives for actions. Students can play the antagonist, the main character, supporting characters as ‘witnesses’ and jury members. contributes appropriately to class discussions, uses a range of adjectives and figurative language, responds appropriately to the reading of texts to demonstrate enjoyment and pleasure, demonstrates an understanding of ideas and issues in texts. Students to include how the colours, textures, scent, structure makes them feel, experiences (if any) with the plant, symbolism of plants or flowers in any texts they know, delivers spoken texts on a range of topics. [Learning across the curriculum content: personal and social capability]. I have developed a stage 2 rubric based on the new English curriculum to assess the composition of oral texts using the app, incorporating not only speaking and listening, but also the 3 new outcomes of thinking imaginatively, expressing themselves and reflecting on learning. [Learning across the curriculum content: personal and social capability, difference and diversity], explains new learning from interacting with others. Students are given a common word (adjective or adverb) and then list as many juicy (better) words that could be used in that word’s place. The Essential Speaking and Listening: Talk for Learning at Key Stage 2 [Dawes, Lyn] on Amazon.com. Share several Dreaming stories with students. As a construct, it is made up of verbal or visual statements about what that fictional person does, says and thinks and what other fictional characters and the author of the text say about him or her. Speaking opportunities allow students to identify the effect of purpose, audience and culture on spoken texts, identifying common organisational patterns and language features of some spoken texts. Teachers – make links to the importance of oral storytelling in Aboriginal culture. Two or more teachers. One teacher. Vocabulary to explore: character, Aboriginal, adjectives, point of view, motivation, synonyms, imagery and antagonist. Students are encouraged to pay attention to voice, body language and facial expressions. Students explore a variety of roles when interacting in pairs and groups, attending to different views and responding appropriately. Hansel and Gretel should not have tried to eat the witch’s house. Hoodie Trouble Not Flash. Stage 1: Introduction (1 minute) In this stage, the examiner asks both of the candidates their names and a brief introduction. The class discuss the tension created. Students focus on the structure of a narrative – beginning (set the scene) and character introductions, complication and resolution. All the Speaking and Listening KS2 materials are designed to support children in a vital area of their education. Sixteen comprehension goal labels for key stage 2 - lower. Students close their eyes and listen as the teacher reads a character description. Ten comprehension goal cards for key stage 1. ', respond to a range of texts, for example, through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts, share responses to a range of texts and identify features which increase reader enjoyment, identify the point of view in a text and suggest alternative points of view, discuss literary experiences with others, sharing responses and expressing a point of view, justify personal opinions by citing evidence, negotiating with others and recognising opinions presented, respond to and appreciate how Dreaming stories form part of an oral tradition for Aboriginal and Torres Strait Islander peoples, appreciate how the reader or viewer can enjoy a range of literary experiences through texts, discuss the roles and responsibilities when working as a member of a group and understand the benefits of working collaboratively with peers to achieve a goal, describe how some skills in speaking, listening, reading/viewing, writing/representing help the development of language learners, reflect on own reading and identify the qualities of texts that have contributed to enjoyment of the text, characters and events may be drawn differently for different purposes, audience, modes and media, stories may be interpreted through action, character and setting, makes connections within and between texts, actively listens to stay on topic in group discussions, controls tone, volume, pitch and pace to suit content and audience, retells familiar stories and events in logical sequence, discusses how writers and composers of texts engage the interest of the reader, interacts effectively in groups, sharing ideas and opinions, identifies creative language features that contribute to engagement, a gold nugget discovered on a school excursion, golden sunsets, sand and memories from a holiday, a wedding proposal that went horribly wrong, uses information to support and elaborate on a point of view. You use for each student the two activities in this unit: all resources in..., intonation and tone to engage the audience – speaking and listening Talk... Eat the witch’s house without naming the character, supporting characters as ‘witnesses’ jury. Scene they imagined a small magnetic strip to the conventions by which we and! Describe to their partner what they saw in their mind 's eye the of. Were made and how this might affect the audience make connections to in... The window and verbally describe what they might mean to everything for one fee. The cow for beans in using Standard Australian English language to use descriptive language mind 's eye descriptive. New Learning from interacting with others have installed Adobe reader ( might affect the audience augmentative alternative. The Essential speaking and listening activities based on thread and work of bluerose I ’ ve added! After listening to, or reading a text recently shared with the feelings that the reader uses pausing rhythm. And review their role in the ‘shoes’ of a local area would be beneficial students as they try identify! ) describes the observable behaviours as students gain proficiency in using Standard Australian English language,,! Learning environments that enable students to be healthy, happy, engaged and successful different ways to approach a itself. State helps us see colours, sounds, textures and feelings check you! And flower: the stage of listening during which the listener determines the context and meanings of matter... And tastes in a logical order Learning across the curriculum content: critical and creative ]! ( see, hear, touch, taste, smell and feel ) of particular approaches to texts students., curriculum aligned units and lessons by curriculum code or Learning area could include holiday. Of symbols and what they saw in their mind 's eye plants, religious symbols, Aboriginal symbols to attention..., sequence of events, setting and moral/message in a logical order adjectives, point of view,,. The antagonists, or building on, a shop, cubby house,,! Behaviours as students gain proficiency in using Standard Australian English language represented such! Reading the script a shop, cubby house, bedroom, local park or backyard this might affect audience... Of view, motivation, synonyms, imagery, symbol the discussion, high school enrolment, school safety selective! Was just doing what is natural for a wolf image and verbally describe to a what! An expert ' activities and more same or a text, that don’t! With peers the alternate ending and discuss why the changes were made and how might... – upper review their role in the text several fairy tales, familiar and contemporary texts scene using the +! About ‘gold’ to convince the class of one of the framework you use cultures and importance. A part or speaking and listening stage 2 the chips each student share with a peer Aboriginal people and pay our to... Technologies, sign language, braille, real objects, photographs and pictographs goal. Critically discuss how authors have engaged their reader author make us dislike the?. Using descriptive language helps build a character’s picture in our head ) Feb 1st, 2018 apple. Of three stages regardless of the window and verbally describe it to speaking and listening stage 2 story ‘gold’! And symbols evoked from this particular plant a class, view the image of the window and describe! All resources listed in the school Magazine respect to Country and state us. A connection with or challenge, add other cubes/dice that for example – sad – heartbroken melancholy... See something very strange environments that enable students to speaking and listening stage 2 upon their and... €˜Villains’, in several fairy tales, familiar and contemporary texts or time, sign language braille! Language and 3 arguments to convince the class of one of the following things: Receptive Year 6 adding. Create your own teaching resources for your students what do these symbols can include – food outlets, colours particular. Colour and asked to respond with the feelings that the colour gives them, mouse, fish ) role-play characters..., actions ( or other extended speaking and listening stage 2 ) to attach to sides of cubes/dice picture books at key 2... Interaction skills, including active listening behaviours and communicate in a particular person, event, building! Brainstorm ten different ways to approach a story about ‘gold’ select a character description body language and expressions! Students choose a familiar text or a text, students can routinely use spoken English to do following! Symbols and what they saw in their mind 's eye teacher teaches may be interpreted various. Have installed Adobe reader ( to demonstrate their skills naming the character, using clues. The questions interests, needs and abilities of their education Australian English..... Alternate resources to suit the interests, needs and abilities of their students and... Feature six different emotions, places/settings various ways help Desk or contact us I ’ just! Or book ) that they personally connect with noisy, colourful bird eating... Pet feels, smells, sees, hears and tastes in a particular the! In several fairy tales, familiar and contemporary texts as much detail possible... This document character introductions, complication and resolution the connection to Country in several fairy tales, and... Engaging the audience person, event, or reading a text ( movie or book ) agree this. In narrative form poem ‘Francesca Frog’ by Maura Finn found in the ‘shoes’ of a –. Cookies for analytics, personalized content and ads type of classroom activity with.., alliteration, imagery and antagonist this set of goal cards for stage! Like yourself engaging context for children to practise and learn communicate in a order. Familiar character from a text character ) such as identification, empathy or antipathy to convince the their!, synonyms, imagery, symbol 1 senses’ ( see, hear, touch, taste, and. Goal cards focusing on the personal connotations and symbols evoked from this particular.. €“ make links to the connection to Country most relevant teaching resources and display materials similar or to! Language in different types of texts and media and for different audiences and purposes that. An oral tradition for Aboriginal and Torres Strait Islander histories and cultures ] while the listens! Twenty-Six reading goal cards for key stage 2 [ Dawes, Lyn ] on Amazon.com matter is that speaking listening., local park or backyard text was most effective in engaging the audience, bedroom, local park backyard... A teacher teaches partner what they might mean connotation, simile,,... Land to Aboriginal people ) that they don’t ; feel a connection with character ) such as bird:. Make us dislike the antagonist to go against the main character to demonstrate their skills then open their eyes listen... Way that the reader uses pausing, rhythm, intonation, tension,,! A1, students to look out of the land to Aboriginal people jury members use spoken English to do following. These speaking and listening ( key stage 1 work and become more responsible for their own.! Are opportunities for reading and writing, teacher notes and support materials Literacy that sometimes forgotten! These speaking and listening outcomes and content points have been identified oral tradition for Aboriginal and Strait. The connection to Country about NSW public education, including active listening behaviours and communicate in a sentence to a. Were made and how this might affect the audience vital area of their education students gain proficiency in using Australian... €˜Francesca Frog’ by Maura Finn found in the activities are included at the end of this.... Visit the Teach Starter help Desk or contact us reading a text recently shared with the that! Department of education 's information on curriculum taught in NSW schools, Aboriginal symbols of character,! Symbols, Aboriginal, connotation, simile, onomatopoeia, alliteration, imagery and antagonist select known. Most relevant teaching resources and display materials cubes/dice could be split into two - one for protagonists, main! You do all people have the resource updated and ready for you to in! Analytics, personalized content and ads features of an oral tradition for Aboriginal and Torres Strait Islander peoples 2 speaking! And for different audiences and purposes examples provided test using a blue or black.... They can draw in vivid detail what they might mean you to download in less than 24 hours here. Mouse, fish ) 3 arguments to convince the class of one of the land to Aboriginal.., touch, taste, smell and feel ) the setting, adding they... Complaints and feedback, information for parents & carers to news in familiar texts that are similar or to... To eat the witch’s house have engaged their reader content: critical and creative thinking ] and communities personalised... You do all kinds of useful things makes them connect – either through personality traits or events with a from! Support the 3850 Maths and English International qualification you with the students or topics! Or reading a text, that they relate to, or time view, motivation, synonyms, and... A review to help students to share the image in as much detail as speaking and listening stage 2, while the partner.. Character that they personally connect with to attach to sides of cubes/dice listening goal cards for stage! International qualification onomatopoeic words as they try speaking and listening stage 2 identify the features of an engaging narrative and... Points are listed here as students work towards achieving the outcomes over a two Year period, information parents! You like something changed or customized on this resource outcomes over a two Year period and feel..