Reflecting on Your Language Use
Your child can notice how their reading, writing and talking change for different people. They think about where to get better.
In curriculum terms
Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further
Ages are typical, not deadlines — follow your child’s pace. How to help at home →
How to tell they’ve got it
Tick these off as you see them — no test required.
🖨 Print this page to keep the checklist — it prints beautifully.
Try this together
Does your child notice how they communicate differently in different situations — writing for school versus texting a friend, or speaking in a debate versus chatting at home — and can they explain why those differences matter?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
solid = must come firstdashed = helps
Curriculum alignment
Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
understand that language is selected for social contexts and that it helps to signal social roles and relationships
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
understand that cohesion can be created by the intentional use of repetition, and the use of word associations
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.