In this article we introduce a heuristic for orientating to the language content of the Australian Curriculum: English. Our pedagogical heuristic, called "Playing with Grammar", moves through three separate but interwoven stages: (i) an introduction to the learning experience, (ii) a focus on learning, and (iii) an application of new knowledge where students read and/or write with grammar in mind. We draw on aspects of Bernstein's sociological theories to consider the implications of keeping the content of the Language, Literature and Literacy strands together or apart. We also theorise different pedagogical approaches where teachers or learners control the sequence and pacing of content within the learning experience.