Punctuation and grammar
These vignettes demonstrate aspects of explicit teaching about the content descriptions related to punctuation and grammar in the Australian Curriculum: English.
Many of the vignettes that demonstrate explicit teaching also depict differentiation. The need for explicit teaching is often determined by the analysis of data gathered from monitoring and assessment and therefore has a natural link to differentiation.
The content descriptions related to the knowledge, understanding and skills of punctuation and grammar from Foundation to year 10 are represented in the Language strand of the Australian Curriculum: English, within the sub-strands of Text structure and organisation and Expressing and developing ideas. The content descriptions within the Creating texts sub-strand of the Literacy strand refer to how students use their knowledge, understanding and skills relating to punctuation and grammar when creating and editing their writing.
The punctuation content of the curriculum moves from a focus in the early years of schooling on how punctuation works to perform different functions in a text, to applying punctuation conventions when creating texts for different purposes and audiences.
In grammar, the content descriptions in the early stages of schooling focus on developing students’ foundational knowledge of how language works. Students learn about the structures and functions of word- and sentence-level grammar and text patterns and the connections between them. Students also develop a clear, consistent and shared language (metalanguage) for talking about learning.
Across the years of schooling, students learn how texts are structured to achieve particular purposes, how language is used to create texts that are cohesive and coherent, and how texts about more specialised topics contain more complex language patterns and features.
These vignettes demonstrate aspects of explicit teaching about grammar and punctuation gathered from a range of contexts across the years of schooling.