Ideas
Relevance of writing to the topic
Definition
An idea is defined as “a thought, conception, or notion as the result of an activity.” (Macquarie Dictionary)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “sequence writing to produce cohesive texts and vary language to suit the audience and purpose.”
Students’ generation, selection and use of ideas contributes to the relevance of writing to the topic as the ideas in their writing demonstrate their ability to explore a given topic.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how ideas are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Audience and purpose
Level 3 performance features:
Chooses appropriate text type to communicate relevant information and/or ideas effectively, e.g. a memo, dialogue or a poem
Begins to use writing as a tool for identifying issues and generating new ideas
Connections with National Literacy Learning Progressions
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to ideas are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT)
CrT7 — Crafting ideas
includes learnt ideas on a range of topics from learning areas
supports ideas with some detail and elaboration (e.g. expands on a topic sentence by adding more details in following sentences)
uses sources to support ideas (e.g. introduces ideas from a shared text to add detail and engage the reader)
CrT7 — Text forms and features
writes a range of compound and complex sentences (seen Grammar)
uses images to reinforce ideas in written text
maintains consistent tense within and between sentences (see Grammar)
CrT8 — Crafting ideas
Informative
includes ideas which are relevant to the topic and purpose of the text
organises information into paragraphs to support the reader
Persuasive
includes arguments and ideas which are relevant to the purpose of the text
organises arguments into paragraphs to support the reader
Imaginative
includes ideas which are relevant to the purpose of the text (e.g. includes ideas to develop the simple narrative theme of good and evil)
organises events into a sequence with a predictable ending