20894 ACE Language (Yr 5) Print and Online Text Organisation

Your partner in education 

YEAR 5 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Print and online text organisation 

Investigate how the organisation of texts into 

chapters, headings, subheadings, home pages 

and sub pages for online texts and according 

to chronology or topic can be used to predict 

content and assist navigation (ACELA1797) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 5) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 5) is one in a series of seven teacher 

resource books that support teaching and learning activities in Australian Curriculum English. The books focus on 

the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

• Australian Curriculum English – Language: Text structure and organisation (Foundation) 

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

Format of this book .................................. iv – v 

Language: Text structure and 

organisation .............................................. 2–81 

Understand how texts vary in purpose, structure and 

topic as well as the degree of formality (ACELA1504) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ...... 3–11 

–Blackline masters ............................................. 12–25 

–Assessment checklist ............................................. 26 

–Interrelated English links ........................................ 27 

– Modes, capabilities and priorities covered by the 

activities in this content description ........................27 

Understand that the starting point of a sentence gives 

prominence to the message in the text and allows for 

prediction of how the text will unfold (ACELA1505) 


–Teacher information ............................................... 28 

–Activities to develop the content description .......... 29 

– Blackline masters and 

resource sheets ................................................ 30–37 

–Assessment checklist ............................................. 38 

–Interrelated English links ........................................ 39 


activities in this content description ....................... 39 

Understand how the grammatical category of 

possessives is signalled through apostrophes and how 

to use apostrophes with common and proper nouns 

(ACELA1506) 


–Teacher information ............................................... 40 


– Blackline masters 

and resource sheets ......................................... 42–56 

–Assessment checklist .............................................. 57 

–Interrelated English links ......................................... 58 


activities in this content description......................... 58 

–Teachers notes ........................................................ 59 

Investigate how the organisation of texts into 

chapters, headings, subheadings (home pages and 

sub pages for online texts) and according to 

chronology or topic, can be used to predict content 

and assist navigation (ACELA1797) 


–Teacher information ................................................ 60 


– Blackline masters 

and resource sheets ......................................... 62–79 

–Assessment checklist .............................................. 80 

–Interrelated English links ......................................... 81 


activities in this content description ........................ 81 

Answers .....................................................82–84 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5) 

iii

Format of the book 

This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure 

and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following 

information over several pages: 

• activities to develop the content descriptions • student blackline masters • resource sheets 

• interrelated English links 

• assessment checklist 

Answers relating to student blackline masters have been included at the back of the book. 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary 

in the back of the official Australian 

Curriculum English document; 

additional related terms may also have 

been added. 

Student vocabulary includes words 

which the teacher would use— 

and expect the students to learn, 

understand and use—during English 

lessons. 

Further resources by R.I.C. 

Publications ® or other publishers 

or authors are included where 

appropriate. 

Text structure 

and organisation 

Understand how texts vary in purpose, 

Activities to 

structure and topic as well as the degree of 

formality (ACELA1504) 

develop the 

© Australian Curriculum: Assessment and Reporting Authority 2012 content description 

E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic. 

? What this means 

provides a general 

explanation of the content 

description. 

Teaching points 

provides a list of 

the main teaching points 

relating to the content 

description. 

Elaborations are a 

list of elaborations 

based on those in the 

content description. 

Activities to develop the content 

description includes descriptions or 

instructions for activities or games 

relating to the content descriptions 

or elaborations. Some activities are 

supported by blackline masters or 

resource sheets. Where applicable, 

these will be stated for easy reference. 

Analysing text structures and language features of various text types (pages 12 to 25) 

Pages 5 to 11 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in 

the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion and a recount. These pages support the blackline masters 

provided on pages 12 to 25. 

Each text type in pages 5 to 11 includes: 

– information for the teacher about the various language and structural features, and the purpose of the specifi c text type 

– a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25 

– suggested activities for helping students analyse structural and language features, and the purpose of the specifi c text type 

– answers for the student analysis worksheets, presented at the back of the book. 

Analysing texts 

In preparation for their own writing, provide students with a variety of appropriate text types across a range of topics. Analyse them by discussing the 

structure and language features, and the purpose, formality and intended audience. As the structures and language features are identifi ed, they can 

be presented in charts so that similarities and differences between different text types can be seen. The more students analyse the different text types 

written by others, the more able they will be in planning and writing their own. 

Using technology to present text types 

To help students identify the language features of text types, scan and enlarge the sample texts on pages 12 to 24 for use with an interactive 

whiteboard text program. Colour code the different language features and compare and contrast their use in different text types. 

Analysing the purpose of texts (page 4) 

Provide students with a variety of appropriate text types across a range of topics. Use the table on page 4 to help them analyse each text and answer 

the questions: Is it a factual or literary text type? Was it written to inform, to entertain or to persuade? 

Language and text structure revision/introduction activities 

As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and /or clarify meaning, identify pronouns 

and use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar and word 

study series by R.I.C. Publications provides background information for the teacher, teaching suggestions and student worksheets on these aspects. The 

content description on pages 28 to 39 of this book also treats pronoun reference and text connectives in detail. 

Interrelated English links: See page 27. 

E2. Determines the degree of formality of text type appropriate for a given audience. 

Identifying the degree of formality in text types 

Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions. 

Informal text is written much as the spoken word. Formal text is written correctly but not as we would necessarily speak. Some examples of formal/ 

informal features are: 

Features of formal text 

Features of informal text 

actions actions 

 

n 

 

casual style 

Altering the degree of formality in text types 

Having classifi ed texts as either formal or informal, convert them from one type to the other. To help with the degree of formality, suggest examples of 

people the students know or know of, to be the audience. This will help them to choose appropriate language and styles. 

R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5) 

3 

Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the bookum. 

Blackline masters 

and resource sheets 

are provided to support 

teaching and learning 

activities for each content 

description. These include 

worksheets for class use, 

games, charts or other 

materials which the teacher 

might find useful to use or 

display in the classroom. 

For each blackline master or 

resource sheet, the content 

description to which it 

relates is given. 

Each section has a checklist 

which teachers may find useful as 

a place to keep a record of their 

observations of the activities to 

develop the content descriptions. 

Interrelated English links 

lists other links covered within 

the Language strand, Literature 

strand and Literacy strand of 

English that are incorporated in 

the activities provided with the 

content description. While the 

book’s approach focuses on the 

Text structure and organisation 

sub-strand, the links show the 

integration across the three 

strands. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 

Answers for student worksheets 

are provided at the back of the 

book. 


v



Investigate how the organisation of texts into chapters, headings, subheadings 

(home pages and sub pages for online texts) and according to chronology or topic, 

can be used to predict content and assist navigation (ACELA1797) 


Related terms 

Informational text features 

These are used to: 

• help readers navigate their way through 

nonfi ction text 

• help readers predict the content of the 

text 

• improve the readability of the text. 

They include: 

Table of contents 

A list of chapters to identify the key topics of the 

book in chronological order. 

Title 

The name of a chapter, listed in the table of 

contents. Used to locate the chapter in the text. 

Heading 

Phrase or question that identifi es key points of 

information and divides a chapter into sections. 

Subheading 

Phrase or question that identifi es key points of 

information and divides a section further. 

Glossary 

An alphabetical list of key terms highlighted in 

the main text, with defi nitions. 

Index 

An alphabetical list of key people, places and 

events and the pages in the main text where 

they are mentioned. 

Fact box 

A short fact related to the text that stands out 

as it is set in its own box. 

Text box 

Text that is offset from but related to the main 

text. Provides more information than a fact box. 

Graphic organiser 

Used to present key points of text in a visual 

way so that its meaning can be identifi ed easily. 

It includes: tables, linear and block graphs, 

flow-diagrams and time lines. 

Illustration 

Used to expand the meaning of the text and 

help the reader understand the concepts being 

explained. It includes: photographs, drawings, 

diagrams, cross-sections, magnifications and 

maps. 

Caption 

Label given to describe or explain a photograph, 

picture, diagram or graphic organiser within a 

text. 

Textual contrast 

Any feature that makes the text stand out 

from the main text. It includes: bold, italic, 

underlined and upper case print, and a larger 

and/or different font as used in titles, headings 

and subheadings. 

? 

T 

E 

What this means 

Teacher information 

• Students analyse how text features are used to organise printed and online texts 

and how these features help the reader/user to predict content, to follow logical 

steps to fi nd information and to better understand. 

Teaching points 

• When looking at an informational textbook for the fi rst time, encourage students to 

examine its text framework and features before searching for specifi c information. It 

is important that they realise the potential of each book they use. 

• Discuss the language features of graphic organisers noting that usually only key 

words and phrases are used. 

• Discuss the readability of pages. How do the text features serve to grab the 

attention of the reader? 

• When using websites, encourage students to be aware of the text features used and 

compare with those they fi nd in books. 

• When looking for specifi c information on a website, encourage students to be aware 

of the pathways they take through the different levels, to navigate with purpose 

rather than randomly browse through pages. 

• Encourage students to be selective about the websites they use. If they are 

straightforward to navigate, use and bookmark them for future use. If they are not, 

avoid them. 

Elaborations 

E1. Investigates text features of informational text in printed books and online. 

E2. Investigates the organisation of websites. 

Further resources 

• Graphic organisers (Ages 5–7, 8–10, 11+) R.I.C. Publications 

• Teacher Support 

text structure 

text features 

table of contents 

title 

heading 

subheading 

glossary 

index 

Student vocabulary 

fact box 

text box 

graphic organiser 

illustration 

caption 

textual contrast 

readability 

website 

hierarchy 

concept map 

navigation 

drop-down menu 

fly-out menu 

home page 

sub-pages 

site map 


60



Investigate how the organisation of texts into chapters, 

headings, subheadings (home pages and sub pages for online 

texts) and according to chronology or topic, can be used to 

predict content and assist navigation (ACELA1797) 


Activities to 

develop the 

content description 


• Informational text feature activity cards (pages 63–65) 

Photocopy on to card, cut out and laminate the twelve activities. Give students a selection of informational textbooks to look at. Focusing on one text 

feature at a time, students complete the activities on the card with one book initially then comparing with another. For one book, students complete the 

text feature record sheet on page 66. Note: An overview of text organisation has been provided for the teacher on page 62. 

• Information race 

Give each student in a small group the same text book. Divide the group into smaller groups. Give them all the same challenge to fi nd some specifi c 

information in the book. One group uses the contents page to fi nd the information, another uses the index page, the fi nal group just browses through 

the book until they come across the information. Repeat with a number of different challenges. Students will discover the most effective way to fi nd 

specifi c information. 

• Chronology (page 78) 

Look at the table of contents of a range of informational text books. Divide them into two piles, those arranged by topic and those by chronology as in 

The history of Australia on page 74. The type of book in which the contents are organised chronologically considers the changes over time and the 

cause and effect of events as history and geology. Students choose such a book and build a time line, placing people and/or events at the appropriate 

stage. 

• Headings and subheadings 

Each student has his or her own text book for this activity. They have one minute to choose a chapter, read all the headings and subheadings within it 

then they must close the book. Choose students at random to describe the information contained in their book. 

• Why have illustrations? (page 67) 

In groups, students discuss some of the illustrations in one chapter of an informational textbook. How is the picture related to the text? What 

information does the picture give that the text does not? Do they think a different picture would be more effective? Explain why and give the alternative. 

• Why have graphic organisers? (page 68) 

In groups, students discuss some of the graphic organisers in one chapter of an informational textbook. How is the organiser related to the text? How 

does the organiser make it easier to read or understand the text? Do they think a different organiser would be more effective? Explain why and give the 

alternative. 

Give students informational text provided only in a graphic organiser. Use a wide range of organisers including diagrams, charts, maps and graphs. 

Give students time to study the organiser and extract as much information from it as they can. They rewrite the information in full sentences using 

appropriate headings and subheadings as required. 

• Readability 

Provide students with plain informational text without any headings or text features, relating to a current topic they are studying. Their task is to 

transform the text into an attention-grabbing page that will be interesting to look at and more appealing to read. 



• Create a ‘paper website’ (pages 69–73) 

Follow the steps on page 69 to demonstrate how to create the framework for a website. In doing so, they will understand how the information in a 

website is organised into a series of layers called levels. 

Six groups of students each convert one section of the contents page of A book of wild animals, pages 74–77, to a concept map and then follow 

the procedure to create a paper website of the whole book. 

Students can use this method to create a website about a topic that interests them. 

• Website scavenger hunt 

Students use a selection of websites provided by the teacher to fi nd answers to questions prepared by the teacher. The more effective their search skills, 

using logical steps, the faster they will complete the hunt. 

• Website evaluation (page 79) 

Students search on the internet for websites with information on a topic provided by the teacher in headings and subheadings. Students make notes for 

inclusion under each heading, recording the websites used. They also evaluate the different sites they visit based on ease of navigation and recommend 

sites to use or avoid. 

At the end of the activity when students present their information, they can also discuss the validity of information from different sites. 



61

Text organisation – an overview 

Resource sheet 

People read for many purposes; for example, for pleasure and interest, or to find and to 

check information. Understanding how different texts are organised helps the reader to 

understand and follow the content and to locate information easily. 

Fiction 

Fiction, in the form of a story, play or poem is organised chronologically and is 

intended to be read from beginning to end. The main purpose of this text is to entertain 

the reader. The reader gathers strands of information as they are introduced and, as the 

story unfolds, the reader eagerly anticipates the conclusion. 

Nonfiction 

Text 

Organisation of text 

Novel Paragraphs Chapters 

Play Scenes Acts 

Poem Lines Stanzas/Verses 

The main purpose of nonfi ction text is to inform the reader. In the case of expositions 

and arguments, its intention is also to persuade. The presentation and delivery of 

nonfi ction text may also entertain the reader and listener. 

Readers and website users either browse through nonfi ction, opening pages and subpages 

at random or they use the organisation of the text to go directly to the section 

that will provide the information they require. 

There are many types of nonfi ction texts, including a wide variety of reports, recounts, 

procedures, explanations, descriptions and expositions. These may be stand alone 

printed or online texts, or they may form part of a journal, magazine, newspaper, 

reference book, encyclopaedia or website. 

Text features used in informational text, whether in print or online, improve 

the readability of each page and help the reader locate information and better 

understand the text. These features include a text framework with a table of contents, 

chapters, sections, glossary and index; textual contrast which highlights specifi c parts 

of the text and words within the main text; and graphics which illustrate the meaning 

of the text, highlight specifi c information from the text or complement the text. 

For students to get the most out of informational texts in books or online, they need 

to know that a number of text features exist, and understand their purpose and how 

to use them to greatest effect. 


62 

Investigate how the organisation of texts into chapters, headings, subheadings (home pages and sub pages for online texts) and according to chronology or 

topic, can be used to predict content and assist navigation (ACELA1797) © Australian Curriculum: Assessment and Reporting Authority 2012

Informational text feature 

activity cards – 1 



topic, can be used to predict content and assist navigation (ACELA1797) © Australian Curriculum: Assessment and Reporting Authority 2012 

Title 

The title of a book gives a clue about 

the information found in the whole 

book. The title of a chapter gives a clue 

about the information in that chapter. 

• What is the title of your book? 

• What information do you think the book 

will give you? Check. Were you correct? 

• Does the title give a good idea about the 

content of the book? 

• Suggest an alternative title. 

• Find some other books about the same 

topic. Which book has the best title to 

describe the content? 

Headings 

Chapters are often divided into a 

number of main sections which contain 

more specific information. Each section 

has a heading. 

• Scan the main headings of one chapter 

then close your book. What information 

do you think the chapter will give you? 

Check. Were you correct? 

• Do you like the way the chapter has 

been organised? How would you do 

it differently? Would you combine or 

separate some headings? Would you 

have completely different headings? 


63 


The table of contents lists each chapter 

by title and gives the number of the 

first page. Scan the table of contents for 

chapters that may give the information 

you need. 

• Scan the table of contents then close the 

book. What information do you think 

the book will give you? Check. Were you 

correct? 

• Is the book organised by topic or by 

time period? Compare tables of content 

organised in these ways. 

• Do you like the way the contents of the 

book have been organised? How would 

you do it differently? Write the different 

chapter titles you might use. 

Subheadings 

Main sections within chapters may be 

divided into smaller sections with even 

more detailed information. Each smaller 

section has a subheading. 

• Scan the subheadings of one chapter 

section then close the book. What 

information do you think the subsection 

will give you? Check. Were you correct? 

• Do you like the way the section has 

been organised? How would you do 

it differently? Would you combine or 

separate some subheadings? Would you 

have completely different subheadings?




Glossary 

A glossary is an alphabetical list found 

at the back of a nonfiction book. In 

the main text of the book, keywords 

are highlighted in bold. These words, 

with their definitions, are listed 

alphabetically in the glossary. 

• Browse through your book to find words 

within the main text in bold print. Locate 

some of these in glossary at the back of 

the book. 

• Scan through some chapters of your 

book. What other words would you 

include in the glossary? Write a 

definition for each and state where it 

should be in the glossary. 

• Choose six words from the glossary. 

Write each word in a sentence. 

Fact box 

A fact box contains a short but 

interesting fact related to the text but 

not actually a part of it. 

• Does your book contain random fact 

boxes or does each chapter have a fact 

box in a standard place? 

• How relevant is the fact to the 

information in the main text? Is it just 

an added extra or does it help you to 

understand the information better? 

• Why do you think the author has 

included fact boxes? 

• Do you know any other facts about the 

topic that would be of interest? 


64 

Index 

An index is an alphabetical list found 

at the back of a nonfiction book. It 

includes key people, places and events 

discussed in the main text and the page 

numbers where they can be found. 

• Does the index include any people, 

places, events or concepts that you 

think are not important enough to be 

included? 

• Does the index just list page numbers or 

does it include subheadings? 

• Write three questions for others in your 

class to answer by using the index of 

your book to take them to the relevant 

pages. 


A text box, sometimes called a side bar, 

contains additional information related 

to the text. 

• Does your book contain random text 

boxes or does each chapter have a text 

box in a standard place? 

• How relevant is the information in the 

text box? Does it extend your knowledge 

and increase your understanding? 

• Why do you think the information 

was written in a separate box and not 

included within the text? 

• Do you have any other information 

about the topic that would be of 

interest? 








Graphic organisers 

Graphic organisers are used to present 

key information from the text in a visual 

way so that its meaning can be identified 

easily. Graphic organisers include tables, 

linear and block graphs, flow diagrams 

and time lines. 

• Look through a number of chapters in your 

book and record how many of each type of 

graphic organiser are used. 

• How do the organisers help you to 

understand the information? 

• Do you think the organisers highlight 

patterns and trends in information 

effectively? 

• Is there any other information in a section 

that you think would be better explained 

in a graphic organiser? If so, present it and 

ask the class to give their opinions. 

Captions 

Captions are phrases or sentences that 

describe a graphic organiser or an 

illustration within the text. 

• Do you think captions are necessary? Are 

the captions in your book numbered and 

referred to in the main text? 

• Write alternative captions for the graphic 

organisers and illustrations in your book. 

• Some illustrations may have no caption. 

Are there any such illustrations in your 

book? What purpose do you think these 

illustrations serve? 


65 

Illustrations 

Illustrations are used to expand the 

meaning of the text and to help 

the reader understand the concepts 

being explained. Illustrations include 

photographs, drawings, diagrams, crosssections, 

magnifications and maps. 

• How effective are the illustrations at 

expanding information and helping you 

to understand better? Are they relevant 

to the text? 

• How do you think the illustrations affect 

the readability of the text? 

• Do you think other illustrations could be 

added to improve the overall look of the 

page and to help you understand the 

text better? 


Textual contrast describes the features 

that make different parts of text stand 

out from the main text. It includes bold, 

italic, underlined and upper case print, 

and a larger and/or different font for 

titles and headings. 

• Scan the pages of a chapter in your 

book. How many different types of 

textual contrast are used? Do you know 

the purpose of each one? 

• How do you think contextual contrast 

affects the readability of each page? 

• Are any other text highlighting features 

used in your book? What is their 

purpose?

Informational text features record sheet 

Use this sheet with a nonfiction book or a website. 

Record the features your book or website uses and comment on the purpose and value of 

each. 

Text feature 

Comment 

Title 


Headings 

Subheadings 

Glossary 

Index 

Fact box 


Graphic organisers 

Illustrations 

Captions 



66 



Why have illustrations? 

Discuss a picture from an informational textbook. 

Title of book 

Title of chapter 

Caption of picture 



Description 

of picture 

How is the 

picture 

related to 

the text? 

What 

information 

does the 

picture give 

that the text 

does not? 

Describe 

a more 

effective 

picture. 


67

Why have graphic organisers? 

Discuss a graphic organiser from an informational textbook. 

Title of book 

Title of chapter 

Title of graphic 

organiser 

How is the graphic 

organiser related to 

the text? 

How does the 

organiser make it 

easier to read or 

understand the text? 

Record the information from the organiser in full sentences using 

headings and subheadings as required. 


68 



Website organisation and navigation 


The organisation of informational text on websites follows a series of nesting levels ranging from the 

general to the specific. Lower levels are accessed by navigating through drop-down and fly-out menus, 

beginning at the home page. 

A printed book houses all its information between its covers. If the information required is in the book, 

finding it is fairly straightforward. 

Finding information on a website can be more complicated if the user does not fully appreciate its 

organisation. Developing their own ‘paper website’ will give students a basic understanding of how 

websites are organised. 



Creating a ‘paper website’ 

Follow the steps to create a ‘paper website’. 

1. Brainstorm to produce a concept map about a chosen topic. Write 

headings and subheadings only. The purpose of the exercise is to 

understand the organisation of a site. It is not necessary to write the 

text for each page or sub-page. 

2. Determine the headings that will go on the home page which is at level 

one. Write the level one headings on pieces of card of one colour. 

3. Determine the subheadings that will make up the sub-pages of 

subsequent levels. Write the headings of level two and level three subpages 

on coloured card, a different colour for each level. Reduce the 

size of card and the size of print for each level. 

4. Determine where the navigation bar will be; across the top of the home 

page or in a side bar on the left-hand side. 

5. Display the level cards on a large sheet of paper as they would 

appear on a website. Lay out the level two cards under or next to the 

appropriate level one headings. Lay out the level three cards next to 

the appropriate level two cards. This shows the website with all its 

pages open. 

6. Close all the pages by nestling the three levels of cards under each 

other. 

7. Students access level three sub-pages by navigating a pathway from 

level one. 

A sample website has been prepared from pages 70 to 72. 


69

Website concept map 


When considering and organising information for a website, people often first record ideas and 

information on a concept map. By adding, rearranging or deleting information as they progress, the 

website creator ensures the most logical pathway to the required information. 

From the concept map, it is easy to identify the hierarchy of information. 

A concept map 

Land work 

Eastern 

Leisure 

Centre 

Commitment 

Swimming 

Pools 

Western 

Leisure 

Centre 

Fees 

Conduct 

Training 

Joining 

the club 

Entries 

Social 

events 

Club events 

Results 

Stingray 

Swimming 

Club 

Competitions 

The first layer of boxes branching from the central box will be headings on the navigation bar of the 

home page, the first level of the website. The boxes branching from each of these are sub-pages in 

level two. 

Further levels and sub-pages can be added; for example: 

• The club trains at two different pools so from the ‘Pools’ box, there are two boxes with the names 

of the pools, Eastern Leisure Centre and Western Leisure Centre. 

• The swimming club holds competitions within the club and enters competitions with other clubs. 

The website has individual sub-pages to provide information about each of these. 


70 

Fundraising 

Interclub 

events 

Entries 

Coaches 

Results 

About us 

Squads 

President 

Contact us 

Development 

Seniors 

Registrar 

Juniors 

Treasurer 

Secretary 

Intermediates 

Legend 

Level one 

Level two 

Level three 






Website structure 

The information provided in a concept map can be used by designers to prepare the website. 

The home page and sub-pages containing the different levels of information are accessed through navigation bars and drop-down or fly-out menus. 

Navigation bars can be located either across the top of the page or in a side bar, usually on the left-hand side of the page. 

A search bar is also useful on a website home page. It allows a user to type in keywords related to information required. The search will take the user 

directly to the relevant page. 


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This website currently has three levels. 

• Level one is the home page which includes the eight headings on the navigation bar. 

Contact us, Social events and Fundraising require only one sub-page so they do not go beyond level one. 

• The remaining five headings have additional headings at level two. These appear in drop-down menus. 

• Competitions and Training also have sub-pages at level three. These appear as a fly-out menu. 

• A small arrow ( , ) next to a heading is often used to indicate further levels.

Levels and sub-pages 


The number of levels and sub-pages in a website depends on the number of sections within each 

heading in the navigation bar of the home page. For a user to find information easily, the information 

must be arranged in logical steps. 

When the content of the information begins to diverge from the sub-page heading, a new sub-page at 

the next level is required. 

This information provided on the Swimming sub-page at level two refers to two specific seasons, the 

long course summer season and the short course winter season. 

Swimming 

There are two seasons in the competitive swimming year. 

Long course – refers to training and racing in a 50-metre pool. 

Qualifying times and records for events relate to those achieved in a 50-m pool. 

The long course or ‘summer’ season runs from late spring to early autumn. 

Short course – refers to training and racing in a 25-metre pool. 

Qualifying times and records for events relate to those achieved in a 25-m pool. 

The short course or ‘winter’ season, runs from late autumn to early spring. 

Pool training continues throughout the year with a one month break between the end of the 

summer season and the beginning of the winter season. 

Training programs reflect the competition season and prepare swimmers to be at their peak for key 

meets. 

Long course 

This refers to training and racing in a 50-metre 

pool. 

Qualifying times and records for events relate 

to those achieved in a 50-m pool. 

The long course or ‘summer’ season runs from 

late spring to early autumn. 

Pool training continues throughout the year 

with a one month break at the end of the 

summer season. 

Training programs reflect the competition 

season and prepare swimmers to be at their 

peak for key meets. 


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Short course 

This refers to training and racing in a 25-metre 

pool. 

Qualifying times and records for events relate 

to those achieved in a 25-m pool. 

The short course or ‘winter’ season, runs from 

late autumn to early spring. 

Pool training continues throughout the year 

with a one month break before the start of the 

winter season. 

Training programs reflect the competition 

season and prepare swimmers to be at their 

peak for key meets. 

The Swimming sub-page could remain as one sub-page as there is not a huge volume of information or 

it could be divided into two sub-pages at level three. 

When planning pages for a website, remember the golden rule of web design: 

‘Information should be no more than three clicks away.’ 



Analysing a website 

The basic design of most websites is the same but not all sites are designed well. 

Some have faults which make using the site just too hard to bother with. 

Choose a website that you enjoy looking at to examine its different layers, pages and subpages, 

and to see if it has any faults. 

• Complete the table below for the website. 

• From the home page navigation bar, work through each page and record on a separate 

sheet of paper, the number and title of each sub-page. 



• On a sheet of A3 paper, present the layers of the website as a concept map. 

• Use the concept map to explain the website to a partner. 

• Let your partner browse the website and evaluate your concept map and explanation 

of the site. 

Evaluation 

Website name 

Website 

address 

Home page 

features 

Level one 

page titles 

(navigation 

bar) 

1. How did your partner rate your concept map and explanation? 

Poor 


73 

Excellent 

2. Did you or your partner find any faults in the website? Yes No 

If so, what were they?



Reference books are organised in sections so that information about individual topics or eras can be 

found in one place. 

The contents page at the front of the book identifies the order in which each subject appears and the 

page numbers for each topic. 

Some reference material is organised in chronological order so that events appear in sequence as they 

occurred. 

History and social science books and websites are often organised in this way as it helps to identify the 

cause and effect of past events. 

A book of wild animals 

Contents 

Introduction 

Animal classification ........................ 3–4 

Animal protection ............................ 5–6 

Endangered animals ........................ 7–8 

Bears 

Panda ............................................. 9–10 

Polar bear .....................................11–12 

Sun bear .......................................13–14 

Felines 

Cheetah .......................................15–16 

Lion ..............................................17–18 

Tiger .............................................19–20 

Marsupials 

Kangaroo .....................................21–22 

Koala ............................................23–24 

Wombat .......................................25–26 

Lizards 

Chameleon ...................................27–28 

Gecko ...........................................29–30 

Monitor ........................................31–32 

Birds 

Flightless birds .............................33–34 

Sea birds ......................................35–36 

Wading birds ................................37–38 

Glossary ...................................39–40 

Index ........................................41–44 


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History of Australia 

Contents 

Arrival of Aboriginal people ...................3–4 

Great southern land?..............................5–6 

Discovery ................................................7–8 

Transportation ......................................9–10 

Free settlers ........................................11–12 

Exploring the interior .........................13–14 

Gold rush fever ...................................15–16 

Federation ..........................................17–18 

World War One....................................19–20 

Royal Flying Doctor Service ...............21–22 

Sydney Harbour Bridge ......................23–24 

World War Two ....................................25–26 

The Holden car ...................................27–28 

Korean War .........................................29–30 

Melbourne Olympic Games ................31–32 

Vietnam War .......................................33–34 

Sydney Olympic Games ......................35–36 

An apology .........................................37–38 

Glossary ..............................................39–42 

Index ...................................................43–46 





From contents page to concept map 

Use the contents page from ‘A book of wild animals’ on page 74 to create a concept map. 

• Write one group of animals in the largest circle. (Level one home page heading) 

• Write the animals in the circles radiating from it. (Level one navigation bar/side bar headings) 

• Write three headings for investigation radiating from each animal (Level two drop-down/fly-out menu headings) 



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From concept map to homepage – 1 

Use your concept map from page 75 to create a home page with navigation bar menu across the page. 

• Include the home page heading, navigation bar headings, drop-down menu headings and search bar. 

• For one of your suggested headings for further investigation for each animal (level two drop-down menu), suggest two more headings for 

further investigation (level three fly-out menu). 


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From concept map to homepage – 2 


Use your concept map from page 76 to create a home page with a side bar navigation menu. 

• Include the home page heading, side bar navigation headings, fly-out menu headings and search bar. 

• For one of your suggested headings for further investigation for each animal (level two drop-down 

menu), suggest two more headings for further investigation (level three fly-out menu). 




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Chronology 


The best graphic organiser to show chronology is a time line. 

From an informational textbook that is organised chronologically, choose a number of people or events 

to place on a time line. In the boxes below, record the information you want to include for each. Cut 

out and arrange on your time line. Write the title of your time line on the left-hand strip. 


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Website evaluation 


Record the topic title and headings your teacher has given for you to research. 

Highlight recommended websites in green and those to be avoided in red. 

Topic title: 

Headings 

Websites/information 




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Assessment 

checklist 

Student Name 

Uses the structure 

of informational text 

to navigate through 

nonfi ction books 

Understands 

the purpose of 

informational text 

features 

Uses informational 

text features to 

predict content of a 

book, its chapters and 

sections 

Understands how the 

layers of a website 

are created 

Develops the 

framework of a 

website from a 

concept map 

Understands that 

informational text can 

be organised by topic 

or chronology 


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Interrelated 

English 

links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 


• Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) 

• Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ 

interpretations (ACELA1511) 

• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) 

• Present a point of view about particular literary texts using appropriate metalanguage, and refl ecting on the viewpoints of others (ACELT1609) 

• Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) 

• Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses 

(ACELT1610) 

• Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective 

language, and that these can change according to context (ACELY1698) 

• Navigate and read texts for specifi c purposes applying appropriate text processing strategies, for example predicting and confi rming, monitoring 

meaning, skimming and scanning (ACELY1702) 


• Plan, rehearse and deliver presentations for defi ned audiences and purposes incorporating accurate and sequenced content and multimodal elements 

(ACELY1700) 

• Navigate and read texts for specifi c purposes applying appropriate text processing strategies, for example predicting and confi rming, monitoring 

meaning, skimming and scanning (ACELY1702) 

• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) 

• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and 

sound appropriate to purpose and audience (ACELY1704) 

• Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes General capabilities 

Listening Literacy ✔ 

Speaking Numeracy ✔ 

Reading ✔ 

Information and communication 

technology (ICT) capability 

✔ 

Viewing 

Critical and creative thinking 

Writing ✔ Personal and social capability 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 


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20894 ACE Language (Yr 5) Print and Online Text Organisation

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