Two units per termexplore each text type, with an annotated model text followed by an opportunity for students tocreate their own new text. This follows the NSW English syllabus’ ‘gradual release ofresponsibility’ model:1. Information is presented and explained in a detailed model.2. Students are supported to identify features of the model.3. Students use the model as a guide to write a text of their own about a given stimulus. During the writing process students learn: to incorporate the required structure and parts of speechto plan, draft and receive feedback on their text before writing a revised draftto conduct a self-evaluation at the conclusion to determine how well they adhered to thestructure and included appropriate parts of speech. The final unit in each term provides students with additional practice in writing, either animaginative or persuasive text, by innovating on an existing text to change characters, setting orpoint of view. As these are the two main text types that students encounter in NAPLANassessments, the additional practice helps prepare them for the tests.
Two units per termexplore each text type, with an annotated model text followed by an opportunity for students tocreate their own new text. This follows the NSW English syllabus’ ‘gradual release ofresponsibility’ model:1. Information is presented and explained in a detailed model.2. Students are supported to identify features of the model.3. Students use the model as a guide to write a text of their own about a given stimulus. During the writing process students learn: to incorporate the required structure and parts of speechto plan, draft and receive feedback on their text before writing a revised draftto conduct a self-evaluation at the conclusion to determine how well they adhered to thestructure and included appropriate parts of speech. The final unit in each term provides students with additional practice in writing, either animaginative or persuasive text, by innovating on an existing text to change characters, setting orpoint of view. As these are the two main text types that students encounter in NAPLANassessments, the additional practice helps prepare them for the tests.
Two units per termexplore each text type, with an annotated model text followed by an opportunity for students tocreate their own new text. This follows the NSW English syllabus’ ‘gradual release ofresponsibility’ model:1. Information is presented and explained in a detailed model.2. Students are supported to identify features of the model.3. Students use the model as a guide to write a text of their own about a given stimulus. During the writing process students learn: to incorporate the required structure and parts of speechto plan, draft and receive feedback on their text before writing a revised draftto conduct a self-evaluation at the conclusion to determine how well they adhered to thestructure and included appropriate parts of speech. The final unit in each term provides students with additional practice in writing, either animaginative or persuasive text, by innovating on an existing text to change characters, setting orpoint of view. As these are the two main text types that students encounter in NAPLANassessments, the additional practice helps prepare them for the tests.
Two units per termexplore each text type, with an annotated model text followed by an opportunity for students tocreate their own new text. This follows the NSW English syllabus’ ‘gradual release ofresponsibility’ model:1. Information is presented and explained in a detailed model.2. Students are supported to identify features of the model.3. Students use the model as a guide to write a text of their own about a given stimulus. During the writing process students learn: to incorporate the required structure and parts of speechto plan, draft and receive feedback on their text before writing a revised draftto conduct a self-evaluation at the conclusion to determine how well they adhered to thestructure and included appropriate parts of speech. The final unit in each term provides students with additional practice in writing, either animaginative or persuasive text, by innovating on an existing text to change characters, setting orpoint of view. As these are the two main text types that students encounter in NAPLANassessments, the additional practice helps prepare them for the tests.
Last updated at 03/21/2026 07:28:29
Targeting Writing Skills Year 6
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Targeting Writing Skills Year 6 Children's Picture Book By Norah Colvin, English Paperback
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Targeting Writing Skills: Year 6
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Targeting Writing Skills Year 6
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Targeting Writing Skills: Year 6
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Targeting Writing Skills Year 6
Targeting Writing Skills Year 6
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Targeting Writing Skills - Year 6 by Norah Colvin | 9781925726299 | Harry Hartog
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Targeting Writing Skills Year 6
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Targeting Writing Skills Year 6
Delivery $9.99
| General | |
| Title | Targeting Writing Skills |
| Product Type | Practice book |
| Author | Colvin Norah |
| Interest Age | 11-12 years |
Targeting Writing Skills Year 6
Delivery $14
Targeting Writing Skills Year 6 Children's Picture Book By Norah Colvin, English Paperback
Free delivery
Targeting Writing Skills: Year 6
Delivery between 27 Mar – 2 Apr $9.90
Targeting Writing Skills Year 6
Delivery between 26–30 Mar $9.95
Targeting Writing Skills: Year 6
Delivery between 25–30 Mar $9.95
| General | |
| Title | Targeting Writing Skills |
| Product Type | Practice book |
| Author | Colvin Norah |
| Interest Age | 11-12 years |
