The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning.

The Australian English Curriculum &

Literacy as a General Capability

Developed by Bronwyn Parkin

Project Officer, Numeracy and Literacy, Teaching and Learning Services

Module 1Module 1• Introduction to the model of language and literacy in

the Australian Curriculumo Language and literacy in the English Curriculum

o Literacy as a general capability in the learning areas

Literacy SecretariatLiteracy is everyone’s business

The Australian The Australian English CurriculumEnglish Curriculum

Role of English curriculum Role of English curriculum

in teaching language and literacyin teaching language and literacy

• In the Early Years, English provides the foundational skills knowledge and understandings for further learning

• (Shaping paper May 2009 p11)

Three strandsThree strandsLanguage

knowing about the English language

Literatureunderstanding, appreciating, responding to, analysing

and creating literature

Literacy expanding the repertoire of English usage.

Language sub-strandsLanguage sub-strands• Language variation and change (Social context)

• Language for interaction (Tenor)

• Text structure and organisation (Mode)

• Expressing and developing ideas (Field)

• Sound and letter knowledge (Phonics and spelling)

Situated to decontextualised/Mode

Culture

Situation

Topic/ Field

Relationships/Tenor

Social model of language

whole text level

sentence level

letter & sound level

Expressing ideas

Language for interaction

Text structure and organisation

Language variation and change

Sound & letter knowledge

Literature sub-strandsLiterature sub-strands• Literature and context

• Responding to literature

• Examining literature

• Creating literature

Literacy sub-strandsLiteracy sub-strands• Texts in context

• Interacting with others

• Interpreting, analysing and evaluating

• Creating texts

Integrated and balanced curriculumIntegrated and balanced curriculum

• Language and literacy taught through literature:

Texts provide the medium for communication

(p4).

• Content descriptions incorporate all modes in an

‘integrated and interdependent way’.

LIT

ER

AT

UR

EL

ITE

RA

CY

Phonemic awareness

Grapho-phonicsL

AN

GU

AG

E

Handwriting / spelling / punctuation / grammatical accuracy

Language for comprehending, creating, discussing and responding to literary/creative works.

plays drama

Enjoying, appreciating, interpreting and creating literary works in a variety of modes and media:

picture bookspoetry

graphic novelschapter books

filmsmultimodal texts

biographiesspeechesrhymes

novelsshort stories

Personal responses Reviews Character analyses Thematic interpretations

Responding to a range of creative works:

How language works in its various modes and settings for different purposes and audiences, from the level of the text through to the word.

Comprehending, composing, using and critically engaging with texts:- for a variety of purposes (eg describing, explaining, arguing, recounting)- interacting with a range of audiences (from familiar through more formal)- in different modes and media (oral, written, digital and multimedia) - from a variety of sources (eg popular media, textbooks, workplaces, community)- to build knowledge across all areas of the curriculum - using appropriate strategies and processes

Bev Derewianka: Literacy in Science. Presentation at Literacy Leaders’ Network, June 20th 2010.

What is the relationship What is the relationship between the three between the three

strands?strands?

Literacy SecretariatLiteracy is everyone’s business

From literature to furniture:

a different sort of cultural artefact

So what?So what?

What can we tell about a person who has a coffee table like this?

What are the important parts of the coffee table?

Social purpose and historical context of coffee tables

Language variation and change (Social context)

Language for interaction (Tenor)

Text structure and organisation (Mode)

Expressing and developing ideas (Field)

How are the legs, joints, drawers, constructed?

Sound and letter knowledgeHow and why are dove-tail

joints used?

From literature to furniture:

a different sort of cultural artefact

From literature to furniture:

a different sort of cultural artefact

Being literate is being able to make choices:

Which tool?

Why?

Under what circumstances?

What is the intended effect?

LiteracyLiteracyas a general capabilityas a general capability

Organising elements of Organising elements of literacyliteracy

The Literacy capability - The Literacy capability -

two overarching processes:two overarching processes:• Comprehending texts through listening, reading

and viewing

• Composing texts through speaking, writing and creating

And for both processes: o Text knowledge o Grammar knowledge o Word knowledge o Visual knowledge

Literacy is everyone’s business…Literacy is everyone’s business…• all teachers are responsible for teaching the subject-

specific literacy of their learning area

• all teachers need a clear understanding of the literacy demands and opportunities of their learning area

• literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area.

Literacy General Capability: ACARA Jan ‘12

Theoretical BackgroundTheoretical Background Based on a social view of language: considers

how language works to construct meaning in different social and cultural contexts

Vygotsky (1976)

Brice Heath (1983)

Halliday and Hasan (1985)

Freebody and Luke (1990)

Gee (1991, 2008)

Christie and Derewianka (2008)

Literacy capability and Literacy capability and EnglishEnglish

Relationship with the English curriculum

• The general capability of Literacy is drawn from the content descriptions in the Language and Literacy strands of the English curriculum. The literacy knowledge and skills are developed and applied through all three strands: Language, Literature and Literacy.

English/General capabilities /Literacy

Organising elements of Organising elements of literacyliteracy

TText knowledge:ext knowledge: in historyin history

By the end of Year 2 students

By the end of Year 4 students

By the end of Year 6 students

By the end of Year 8 students

By the end of Year 10 students

Including:

- historical reports of an event- factual narratives

built around historical events- factual descriptions of historical people and places - expositions that give an opinion about a historical topic

Including:

- historical retellings of an event - historical narratives told from a particular perspective - descriptions of a historical figure or place - expositions to argue for a particular point of view in relation to a historical event

Including: -factual historical recounts of a series of events with some evaluative or summative commentary – -historical narratives that retell past events from a particular personal or cultural perspective - detailed descriptions of particular places from the past demonstrating use of source material - discussion texts with supporting evidence to present both sides of a contentious issue

Including: - factual historicalrecounts of a series ofevents with someevaluative or summative commentary- historical narratives that retell past events from a particular personal or cultural perspective- detailed descriptions of particular places from the past demonstrating use of source material - persuasive texts to argue for a particular course of action- discussion texts with supporting evidence to contentious issue present both sides of a contentious issue

Including: - factual historical recounts of a series of events within chronological framework with some evaluative or summative commentary-explanations that consider past events from a particular personal or cultural perspective detailed- descriptions of particular places from the past demonstrating use of primary and secondary source material, using appropriate referencing - discussion texts with supporting evidence to present both sides of a contentious issue

Grammar knowledge

Looking at a text using the Looking at a text using the

literacy capabilityliteracy capabilityShould sweets be eaten between meals?Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledge• structure and purpose (what each stage or paragraph is for)

• text cohesion (what makes a text stick together)

o text level organisation

• Opening paragraph foregrounding subsequent paragraphs

• Topic sentences foregrounding the main ideas

• conjunctions that link the text

o text connectives: linking sentences and sections of text

o reference: through pronouns: he , she, they, it, their, this, the

o repetition, synonyms, antonyms, word patterns (group/subgroup, part/whole), word chains (tracing the main participants in a text),ellipsis (leaving words out)

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second argument

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second argument

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Third argument Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText Structure

Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second argument

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Third argument Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

Summary statement

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledge: Text cohesionText knowledge: Text cohesion

Creating cohesion within a text• text level organisation: paragraph and sentence

openers, foregrounding the main ideas• text connectives: linking sentences and sections of

text• reference: through pronouns: he , she, they, it, their,

this, the• repetition, synonyms, antonyms, word patterns, word

chains (tracing the main participants in a text), ellipsis (leaving words out)

38

Text knowledgeText knowledge

Text cohesion Should sweets be eaten between meals?

Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?

Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

1.

2. 3.

Text cohesionText cohesionText knowledge Should sweets be eaten between meals?

Text connectives:•Sequencing the argument•Connecting ideas

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text cohesionText cohesionText knowledge Should sweets be eaten between meals?

Text connectives:•Sequencing the argument•Connecting ideas

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?

Reference:•Through pronouns

Word repetitions and associations•Repetition, synonyms

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledgeText knowledgeText cohesion Should sweets be eaten between meals?

Reference:•Through pronouns

Word repetitions and associations•Repetition, synonyms

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge : Simple, Grammar knowledge : Simple,

compound, complex sentencescompound, complex sentences • Simple sentence: single, independent clause

(one verb)

• Compound sentence: 2 independent clauses linked by a conjunction - and, so, but, or etc

• Complex sentence: Independent and dependent clause bound by a conjunction (which is ‘bound to the dependent clause) - after, by, because, unless, although etc

Grammar knowledge: Simple, Grammar knowledge: Simple,

compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs

Coordinating (linking) conjunctions:and, so, but

Subordinating (binding) conjunctions:

because, when, if

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge: Simple, Grammar knowledge: Simple,

compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs

Coordinating (linking) conjunctions:and, so, but

Subordinating (binding) conjunctions:

because, when, if

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge: Simple, Grammar knowledge: Simple,

compound, complex sentencescompound, complex sentencesShould sweets be eaten between meals? Verbs

Coordinating (linking) conjunctions:and, so, but

Subordinating (binding) conjunctions:

because, when, if

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge: Grammar knowledge: words and word groupswords and word groups

• noun groups

• adverbs, adverbials telling about time, place, manner, cause etc

• Verbs & verb types:

• nominalisation: forming nouns, usually from adjectives or verbs(eg react to reaction, produce to production)

Grammar knowledge: Verb Grammar knowledge: Verb

groups, and noun groupsgroups, and noun groupsShould sweets be eaten between meals? Noun groups

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lasting energy. If children are hungry between meals they would be better off with fruit.

Grammar: Expressing Grammar: Expressing opinion & point of viewopinion & point of view

• modality : must, will, may, definitely , probably, possibly

• evaluative language (positive and negative): expressing feelings (I was shattered), evaluating worth (the wonderful restaurant) , making judgements (his compassionate nature, the feeble excuse)

Expressing opinion & Expressing opinion & point of viewpoint of view

Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly

Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Expressing opinion & Expressing opinion & point of viewpoint of view

Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly

Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Expressing opinion & Expressing opinion & point of viewpoint of view

Should sweets be eaten between meals? ModalityEg must, will, may, definitely , probably, possibly

Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements,

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lasting energy. If children are hungry between meals they would be better off with fruit.

Word knowledgeWord knowledge

spoken everyday informal language

written technical formal language

Visual knowledgeVisual knowledge• What is appropriate for your text type?

• What do students need to know to produce the right image or diagram?

• What is the relationship between the image and the written text? Extension?

Leading to Module 2Leading to Module 2• Understanding more about the four aspects of

knowledge in the learning areas.