Year 2/3 (Stage 1 & 2) Writing Procedures

A - communicate through speaking,

listening, reading, writing, viewing and
representing.

understand that handwriting and

presentation of work needs to reflect
audience and purpose in order to
communicate effectively

recognise that effective handwriting

and presentation of work is required in
order to communicate effectively for a
range of audiences

recognise and begin to understand

that their own experience helps shape
their responses to and enjoyment of
texts
B - use language to shape and make
meaning according to purpose, audience
and context

identify the audience and purpose of

imaginative, informative and
persuasive texts (ACELY1678)

identify organisational patterns and

language features of print and visual
texts appropriate to a range of
purposes

identify characteristic features used in

imaginative, informative and
persuasive texts to meet the purpose
of the text(ACELY1690)

identify the features of online texts

that enhance navigation

identify features of online texts that

enhance readability including text,
navigation, links, graphics
and layout (ACELA1793)
C - think in ways that are imaginative,
creative, interpretive and critical

identify that different texts have

different organisational patterns and
features for a variety of audiences

identify and analyse the different

organisational patterns and features to

Learning activities:
Display a range of texts showing directions on the
IWB, including written and maps (get from Google
maps). What features of these structures assist
the audience? Again, discuss the importance of
using correct structure, and clear and precise
instructions.
Using a map of Henty ask students to give verbal
directions. Trace the location onto the map, be
literal in what they say.
Discuss whether it is easy to follow or hard to
follow and reasons why. How could it be made
easier? (Written directions/a map)

Read the script as a class.

In pairs, create notes for Peter to follow. As if you
were Peter listening to your aunt telling you where
to go.
With the directions draw a line on the map of the
direction Peter should have taken. Make sure you
include arrows.

Students are informed that they are going to make

a map for other students to follow to find a
something they hide either inside the classroom or
in the Fruito area.

Various maps around Henty

created from Google maps

Targeting text, scan p. 54 onto

IWB.
Directions worksheet (included
below)

engage their audience

D - express themselves and their
relationships with others and their world

recognise how aspects of

personal perspective influence
responses to texts

understand differences between the

language of opinion and feeling and
the language of factual reporting or
recording(ACELA1489)
E- learn and reflect on their learning
through their study of English

develop an awareness of criteria for

the successful completion of tasks

jointly develop and use criteria for

assessing their own and others'
presentations

Independent Writing:
Students are to make a map for other students to
follow to find a something they hide either inside
the classroom or in the Fruito area.
Self and Peer assessment:
The cartographer will record each time the
navigator takes a wrong turn or looks in the
wrong place.
The navigator must give feedback to the
cartographer regarding the clarity of the
directions and the map. The navigator and
cartographer will then (together) write an
improved version of the map and directions.

Directions checklist (included

below)