Grammar for Effect
Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
When your child reads a piece of writing they admire, can they point to specific grammatical choices the author made — like very short sentences for tension, or a list of three for rhythm — and explain why those choices work?
Where this sits on the map
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solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect
understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.