Tense
Control of language
Definition
Tense is defined as “the element that determines when the action or condition of the verb form is located in time. In broad terms the tense will be past, present or future, for example 'Sarah laughed', 'Sarah laughs', 'Sarah will laugh'. (NSW English K-10 Glossary)
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 “use tense appropriately.”
Students’ use of tense demonstrates their control of language as consistent tense in their writing allows the reader to understand where the writing is situated in time.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how tense is 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 .06: The mechanics of writing
Focus area: Grammar
Level 3 performance features:
Uses a range of tenses
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to tense are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT) Grammar (GrA)
CrT7 — Text forms and features
maintains consistent tense within and between sentences (see Grammar)
CrT8 — Generic indicators
uses tense with variable accuracy throughout the text (see Grammar)
GrA3 — Group and word level
uses predominantly simple present, continuous and past tense to represent processes (e.g. I play, I am playing, I played)
GrA4 — Group and word level
uses simple present, past and future tenses accurately to represent processes
GrA5 — Group and word level
employs a range of tenses to represent processes