SACSA Companion Document SERIES
R–10 English
Teaching Resource
R–10 English
Additional copies of this publication are available from:
•
For South Australian government schools ONLY
E-mail: [email protected]
•
For other requests, contact
Curriculum Corporation
PO Box 177, Carlton South
Victoria 3053
Telephone orders: 1800 337 405
Facsimile orders: 1300 780 545
E-mail: [email protected]
Website: www.curriculum.edu.au
 2004, The State of South Australia, Department of Education and Children’s Services
Produced by DECS Publishing
266 Port Road, Hindmarsh SA 5007
Edited by Gunta Groves
Cover design by Triple Image Design
Printed by Gillingham Printers, South Australia
ISBN 0 7308 7764 7
R2233/C
2
FOREWORD
The R–10 English teaching resource is part of the SACSA Companion Documents series. Underlying the
development of this series is the need to promote consistency of curriculum within and across schools in
South Australia.
These resources are designed to support teachers to engage further with the SACSA Framework and work
towards maximising students’ achievement. They arise from the need expressed by many teachers for the
requirements of the SACSA Framework to be made more explicit for each year level.
The documents are written by practising teachers in close collaboration with curriculum officers, members of
professional associations and other committed educators.
This resource is a valuable support for teachers working to meet the diverse needs of learners in the range of
settings across South Australia.
Steve Marshall
CHIEF EXECUTIVE
3
ACKNOWLEDGMENTS
The following people and groups are acknowledged for their valuable contribution to the development of this resource.
TEACHER-WRITERS
EARLY YEARS
Julie Baillie
Margie Burrows
Julie Omand
Jean Scarborough
Helen Surplice
Lesia Zubjuk
MIDDLE–SENIOR YEARS
Pia Adams
Stradbroke Primary School
Jennie Alexander
Morphett Vale High School
Liz Burbrook
Aberfoyle Park High School
Tony Rolton
Mitcham Primary School
Peter Tennant
Walkerville Primary School
Roy Webb
Seaford 6–12 School
Steve Shambrook
Paralowie R–12 School
Chris Thompson
Brighton Secondary School
Nathalie Wooldridge
Marryatville High School
Paringa Park Primary School
The Pines Primary School
West Lakes Shore Primary School
West Lakes Shore Primary School
Hendon Primary School/
West Lakes Shore Primary School
Magill Primary School
PRIMARY YEARS
Anne Boyle
Hewett Primary School
Beth Hector
Maitland Area School
Jackie Norman
Maitland Area School
Virginia Pryor
Pennington Primary School
SUPPORT TEAM
Guy Bayly-Jones
Rob Harding
John Walsh
Jill McDonald
Ken Francou
Bridgid Laheney
Policy and Program Officer, R–12 English
Manager, SACSA Companion Documents Program
Manager, SACSA Teaching Resources Program
Policy and Program Officer, Primary and Middle Years
Principal, Walkerville Primary School/SAPPA representative
Project Officer, SACSA Companion Documents Development
Support
Julie Baillie
Pip Field
Carolyn Cockburn
Pamela Ball
Irene Smith
Project Officer, SACSA Companion Documents Development Support
Project Officer, Leadership Development
Policy and Program Officer, Publishing
Manager, Publishing
Administration/Keyboarding Support
4
CONTENTS
Introduction
Concept maps
Listening and speaking
Reading and viewing
Writing
Texts and contexts: A range of texts for study and use in English
Overview of Key Ideas and Developmental Learning Outcomes
Early Years (R–2)
Listening and speaking
Reading and viewing
Writing
Primary Years (3–5)
Listening and speaking
Reading and viewing
Writing
Middle Years (6–8)
Listening and speaking
Reading and viewing
Writing
Middle–Senior Years (8–10)
Listening and speaking
Reading and viewing
Writing
Glossary
Resources
Early Years
Primary Years
Middle Years
Middle–Senior Years
Suggested websites
R–10 Outreach and other services
Typical genres in education contexts and their social purposes
6
9
10
11
12
13
14
18
24
30
37
44
50
59
66
71
79
88
93
96
97
98
98
99
100
101
5
INTRODUCTION
This R–10 English teaching resource is one in a series of companion
documents to the South Australian Curriculum, Standards and
Accountability (SACSA) Framework and provides specific support for
planning, teaching and learning.
•
•
It has been written by junior primary, primary and secondary teachers
with the support of and in collaboration with curriculum officers,
professional associations and other committed educators.
•
The document has been drafted in workshops, initially circulated in
draft R–7 and 8–10 forms to all South Australian DECS schools,
reviewed and refined by teachers as the result of feedback from
colleagues. Preceding this consolidated R–10 document, an R–7 revised
edition has also been circulated to schools. Since publication of the
revised R–7 edition, the Statements of learning for English have been
drafted as part of the National Consistency in Curriculum Outcomes
Project. This R–10 edition has been adjusted so that it is consistent with
these statements of learning.
Support for using the SACSA Framework
The purpose of this document is to provide support for teachers in
planning, programming and assessing using the SACSA
Framework.
This teaching resource details a sample range of learning descriptors
relating to the Key Ideas and Outcomes in English R–10.
These descriptors, in dot point format:
• make explicit the knowledge, skills and understandings reflected in
the Key Ideas and Outcomes
• make consistent the expectations for learning at specific year levels
within and across sites
•
•
are written from the learner’s perspective
help to make explicit the development of Essential Learnings
identified within each Key Idea
help to make explicit the teaching and learning processes of this
Learning Area
make visible the literacy and numeracy practices of the Learning
Area
provide examples for the use of a range of ICTs sequenced
developmentally across the Bands.
The learning descriptors are not prescriptive. They describe the
possible growth points of learners as they progress towards
demonstrating Outcomes to reach a Standard. Learning does not
develop in a linear fashion. Teachers will continue to use their
professional knowledge, skills and judgment to provide the rich array of
learning experiences that cater for all learners in their classrooms. This
teaching resource is a tool to support this process.
Planning for teaching and learning
When using this resource for planning, teaching and learning, teachers
will also need to engage with the following core principles:
• Learning involves building on prior knowledge, with learners active
in constructing their own learning as they progress through cycles
of growth.
• Linked and integrated learning with other Learning Areas are vital
components of program planning and learning development.
• Equity Cross-curriculum Perspectives and Enterprise and
Vocational Education are critical considerations.
• In the Early Years, when planning for teaching, learning and
assessing children’s progress, it is important that teachers refer to
the Developmental Learning Outcomes. The Overview of Key Ideas
6
•
and Developmental Learning Outcomes chart has been included at
the beginning of the Early Years section, particularly for use by
those teachers of Reception and Year 1 children.
Safe and secure teaching and learning environments should be
established, in which managers and teachers use appropriate risk
management processes to minimise risks to health and safety. This
should be done in accordance with the Department’s Risk
Management Framework, the principles of hazard management and
Occupational Health, Safety and Welfare legislation.
The English Learning Area
In the SACSA Framework, the English Learning Area is organised into
three interrelated strands:
• Texts and contexts
• Language
• Strategies.
In each strand there are four Outcomes at each Standard, corresponding
to the modes of listening and speaking, reading and viewing, and
writing.
In English, students learn how texts are constructed to achieve a
purpose with a particular audience in mind, and in particular contexts:
social, cultural, and historical. Students learn to interpret and respond to
texts with critical awareness. They not only come to an understanding
of the content, but are also made aware of the intentions of the authors
of texts and how they have constructed their texts and used language to
achieve a purpose.
Students also learn to compose their own texts—oral, written and
multimodal—in order to communicate their different purposes to a
variety of audiences. Students use language, therefore, to participate in
a range of discourses. They both build and express their identities using
language and belong to a larger group through a shared use of language.
Texts are described broadly in the SACSA Framework as any construct
that employs language. The language employed in a text is selected to
suit both the purpose and the audience in a particular context. The study
of language, the second strand of the English Learning Area, is
inextricably linked to the study of texts and contexts.
Reading, viewing, listening, as well as composing, speaking and
writing, do not occur unless the student has some ways of doing them.
The third strand of the English Learning Area provides students with
some strategies for working with texts and language. Once again, this
strand is inextricably linked to the two other strands in the English
Learning Area since the strategies are often ways of using language to
create or interpret texts.
English is more than simply a study of genres. The texts which are
explored in the English classroom have the potential to excite learners
when they are unlocked. Texts that communicate intense feeling have
the capacity to move us and, at the same time, explore important
concepts. The stories can captivate us and may contain memorable
characters. While authors deftly employ language and structure to
create a unified whole, it is in the exploration of texts such as these that
the learners find enjoyment.
Format of this resource
The format of this document has been developed:
• for practical use by teachers
• to ensure consistency across Curriculum Bands
• with consideration to the organisation of the SACSA Framework,
including the following pattern:
7
interpreted according to year level appropriateness. Teachers may
use the concept maps to support them further in their work or they
may prefer to develop their own
Year levels, Key Ideas and Outcomes, and Standards
Year
Level
Key Ideas
and
Outcomes
Standards
R
1
2
3
Early Years
Towards
1
Towards
1
4
5
6
7
Primary Years
1
Towards
2
2
Towards
3
8
Middle Years
3
Towards
4
4
10
9
Senior
Years
Towards
5
is organised in Curriculum Bands for the following year levels:
Early Years (R–2), Primary Years (3–5), Middle Years (6–8) and a
combined Middle–Senior Years Band (8–10)
•
has Year 8 descriptors duplicated in Middle Years and Middle–
Senior Years to assist continuity from primary to secondary sectors
•
is structured into the three modes of English—listening and
speaking, reading and viewing, and writing. This is in response to
feedback, which suggests that teachers plan and program tasks
within a mode, rather than in a strand. This structure can be
represented in the following way:
Mode
Listening and
speaking
Two Key Ideas
Reading and
viewing
One Key Idea
Writing
One Key Idea
•
Strand: Texts and
contexts
Outcomes 1 and 2
Strand: Language
Strand: Strategies
Outcomes 5 and 6
Outcomes 9 and 10
(eg 4.1 and 4.2)
(eg 4.5 and 4.6)
(eg 4.9 and 4.10)
Outcome 3
Outcome 7
Outcome 11
(eg 4.3)
(eg 4.7)
(eg 4.11)
Outcome 4
Outcome 8
Outcome 12
(eg 4.4)
(eg 4.8)
(eg 4.12)
contains concept maps that ‘tease out’ each of the three modes,
providing teachers with examples of the learning that may occur.
These maps describe possible learning R–10, and need to be
provides examples of content at particular levels, while not
constraining the possibilities to these examples
•
contains a chart from the SACSA Framework: Texts and contexts: A
range of texts for study and use in English
•
includes cross-referencing to allow navigation between Bands
within modes and strands
•
contains a small number of reflective questions. The intent of these
is to stimulate reflection and ideas about assessment as teachers
undertake their planning of teaching, learning and assessing
programs
•
provides some examples of resources, including references,
suggested resources, suggested websites and Outreach and other
services.
5
To meet these purposes the document:
•
•
Further assistance
To further assist in planning, programming and assessing:
• a copy of this document in Word format is available on the SACSA
website. This format allows teachers to cut, paste and modify the
document to suit individual needs. Go to
<http://www.sacsa.sa.edu.au/companion>
• a professional learning package, Planning for teaching and
learning, which includes a PowerPoint presentation, has been
developed to support use of this and the other SACSA Companion
Documents and is also available on the SACSA website. Go to
<http://www.sacsa.sa.edu.au/companion>.
8
Concept map: A visual representation of the Key Ideas and
Outcomes related to listening and speaking.
It describes possible learning R–10, and needs to be interpreted using teachers’ professional judgment of
appropriateness. It also highlights the interdependence of the three modes of English.
Compose spoken text,
select medium, range of
forms, rehearse, present,
audio graphics, animation
Listen, accept, provide reason,
challenge opinions, recognise
opinions
Consider age, gender, cultural
appropriateness, entertainment,
information
Audience and
purpose
Critical analysis
Interpret and
summarise
Use and
appraise
Expression of attitude,
slang, jargon, technical and
non-technical language,
silence, connectiveness
Relevance and effect of
punctuation, pause,
exclamation
Grammar
Vocabulary
Language
Appropriateness, tone, expression,
pace, clarity, enthusiasm, volume,
mood, body language, emotive
appeal, facial expressions
Take notes, seek, respond and
provide feedback, review, adjust
to audience, listen attentively
Writing
Range of texts for study and use
in English
Visual, electronic props,
slideshow, PowerPoint,
concept map
Texts and
contexts
ICTs
Strategies
Listening and
speaking
Interpret, compare
and evaluate
Presentation
Identify purpose, restate,
summaries, offer point of
view or opinion
Critical
examination
Plan, prepare
and present
Strategies to engage, debate, rehearsal,
use cue cards, emotive language,
body language, research
Criteria checklist, evaluation
techniques, achievement of
purpose, effectiveness
Reading and
viewing
9
Concept map: A visual representation of the Key Ideas and
Outcomes related to reading and viewing.
It describes possible learning R–10, and needs to be interpreted using teachers’ professional judgment of
appropriateness. It also highlights the interdependence of the three modes of English.
CD-ROM, email, online,
video, multimedia
presentation, search
techniques
WRITTEN—procedure, explanation,
recount, narrative, exposition, discussion,
report
VISUAL—drama, current affairs,
Recognise values, beliefs, attitudes;
documentary, advertisement
Engage with, understand purpose,
stereotypes; sociocultural
compare and contrast, visually
perspectives; ethics, morals and
present, vary presentation medium
Genres
writer’s perspective
Critical
understanding
Audience and
purpose
Interpret and
respond
ICTs
Identifies, acknowledges
analyses the use of metaphor,
simile, jargon, personification,
colloquialism
Identifies, acknowledges and
analyses the use of rhyme,
rhythm, syllables, everyday/
technical/persuasive
language
Figurative
language
Range of texts for study and
use in English
Identifies, acknowledges and
analyses the use of tense, sentence
structure, modality, parts of
speech, compound and complex
sentences, conjunctions
Function
Punctuation
Identifies, acknowledges and
analyses language features,
prediction, comparing,
techniques in construction,
technical language, context
clues
Listening and
speaking
Predict, re-read, self-correct,
make meaning, decoding,
graphophonics, syllabification,
base words, prefixes, suffices,
contextual understanding
Use and select multimedia
application—film, TV, online,
analyse sound effects, editing,
visual imagery
Make
meaning
Reading and
viewing
Language
Identifies, acknowledges and
analyses the use of full stops,
commas, colons, exclamation
marks, question marks,
speech marks, quoted text
Texts and
contexts
Grammar
Vocabulary
Story map, comprehend, read,
view; integrate, apply knowledge,
retell, report, evaluate
ICTs
Strategies
Plan and
evaluate
Think/Select
Locate, select, skim, predict,
identify key words, concept
maps, evaluate webpages, texts,
electronic sources
PRINT—browse, examine,
purpose, skim
VISUAL—scan databases, locate
key words, search techniques,
perspectives
Writing
10
Concept map: A visual representation of the Key Ideas and
Outcomes related to writing.
It describes possible learning R–10, and needs to be interpreted using teachers’ professional judgment of
appropriateness. It also highlights the interdependence of the three modes of English.
Applies features and produces a range—
recount, narrative, report, explanation,
exposition, procedure, poetry, letters,
notes, recipes, forms, posters
E-mail, multimedia, visual
props, photos, animation,
word processing
Genres/Writing
forms
Audience and
purpose
ICTs
Base/core words, suffixes,
prefixes, word meanings,
synonyms, antonyms,
homonyms, compound words,
everyday/technical words
Understands and uses
similes, metaphors, idioms,
jargon, colloquialisms
Figurative
language
Vocabulary
Language
Punctuation
Full stops, commas, colons, semicolons, exclamation marks,
question marks, speech marks,
quoted text, apostrophe of
possession and contraction
Sentence structure,
tense, parts of speech,
modality, conjunctions,
compound and complex
sentences
Listening and
speaking
Range of texts for study and use in
English
Texts and
contexts
Writing
Grammar
Engages audience, culture/gender/age
appropriateness, entertainment,
information
Uses proformas, concept
maps, storyboards, diagrams,
graphic organisers, draft,
research, take notes
Identifies misspelt words,
applies rules, phonological
strategies, syllables, selfcorrects, spell check,
dictionaries
Think, plan and
compose
Spelling
Strategies
Proofreads, edits, publishes,
critically analyses, considers
social relevance, uses
checklists, uses rubrics
Reflect, analyse
and evaluate
Reading and
viewing
11
Texts and contexts: a range of texts for study and use in English
●
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feature films
novels
non-fiction such as
biography, filmed
documentary
●
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short stories
picture books
poetry
●
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traditional stories,
plays
song lyrics
translated works
●
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Classic
literature
●
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autobiography and
biography
drama
essays
expository texts in
Learning Areas
ecclesiastical texts
Aboriginal Dreaming
and creation stories
from diverse
cultures
films
myths, legends,
fables, fairy tales
narrative, dramatic
and lyric poetry,
sonnets, odes,
ballads
novels and short
stories
performances of
classic drama and
poetry
Popular
literature
Contemporary
literature
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autobiography,
biography and
documentary,
anecdotes
films and television
(drama, satire and
comedy)
novels and short
stories
performances of
contemporary
drama and poetry
picture books,
wordless books,
alphabet books
poetry
scripted and
improvised drama,
modern plays,
storytelling
students’ own
poems, stories and
plays
EVERYDAY
MEDIA
LITERATURE
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cartoons and
comics
jokes, riddles,
humorous verse
song lyrics
television serials and
video clips
series fiction (horror,
teenage romance)
aimed at a specific
market
magazines
puzzle books
interactive texts (flap
books)
reviews of books,
films
films
●
●
●
advertising (in
newspapers, on
radio, on television,
in the cinema, in
magazines, on
billboards, on
webpages)
documentaries
(radio, film,
television, video,
Internet)
drama (in the
cinema, on
television and video,
comparisons
between television
movies and cinema
movies, a study of
television soap
opera or serials)
personal viewpoints
(newspaper,
editorials, letters to
the editor, talk-back
radio, documentaries, chatrooms,
list servers, debates,
television, chat
shows and current
affairs programs,
feature films)
journalism (special
features of different
kinds of reporting,
such as crime,
sport, social, in
different media)
●
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●
●
●
news reports
(newspaper, radio,
television,
magazines, Internet)
reviews (of art,
drama, films,
concerts and books
in various media)
electronic
communications
(e-mail, Internet,
websites, video
conferences,
chatrooms)
multimedia texts
(hyperfiction,
e-zines, interactive
story books)
feature films
promotional videos
photojournalism
scientific or
geographic reports
(in newspapers,
radio, television,
journals, websites)
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diaries and journals
instructions, labels,
captions, notices,
pamphlets,
brochures,
catalogues, posters,
leaflets
invitations,
apologies,
complaints
messages, questionnaires, forms
personal letters,
telephone
conversations
postcards
greeting cards
student behaviour
management
policies (school and
class rules)
advertising
speeches, public
addresses
arts works
chatrooms/lines/
programs
guarantees/
warranties
lists
Work
School
Daily life
●
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arguments (written,
spoken and multimodal) which
communicate a
point of view,
including speeches
and pamphlets
discussions and
debates
informational texts
(spoken, written,
visual)
notes, summaries,
essays
recounts and
descriptions,
observations,
comments,
explanations
small group work
daily
bulletins/notices
school magazines
newsletters
reports
surveys
assemblies
school proformas
class/subject
contracts
checklists,
procedures
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formal letters,
reports, job
applications
(curriculum vitae
and resumés)
formal meeting
procedures
interviews, questions
public addresses
small group work
memoranda
faxes, e-mail
work experience
reports
contracts,
agreements
mission statements
goal outlines
proformas
meeting minutes,
agendas
instructions
sexual and racist
harassment policies
instruction manuals
12
12
Overview of Key Ideas and Developmental Learning Outcomes: BIRTH to AGE 5
AGE 3 to AGE 5
BIRTH to AGE 3
LEARNING
AREAS
The
psycho-social
self
KEY IDEAS
In partnership with educators in respectful and caring
environments:
Children form secure attachments developing close bonds with
one and then more educators. Id • In • KC4
Children begin to develop trust in themselves and others and
their environments. F • Id • In • KC4
Children construct a secure sense of self and a confident
personal and group identity within their family, their communities
and their out-of-home care. Id • In
Children develop self-awareness and a sense of being
connected with others within the context of their environments.
These connections foster increasing appreciation of caring
relations and a basis for shared understandings.
F • In • KC4
Children develop autonomy and a sense of agency, as well as
dispositions and skills for self-regulation, decision-making and
an understanding of their interdependence with others.
F • Id • In • T • KC4 • KC6
Children explore and develop emotional wellbeing.
F • In • KC1
Children begin to explore and develop understandings and
strategies to effectively manage change. F • KC1 • KC6
The
physical
self
In partnership with educators in safe and planned
environments:
Children use their sensory capabilities with increasing
integration, skill and purpose to connect with, perceive, explore
and respond to their world. Id • In • T • KC1 • KC2
Children explore a range of movement patterns involving
strength, body control and coordination for increasingly skilled
voluntary actions. Id • In • KC6
The
thinking and
communicating
self
DEVELOPMENTAL
LEARNING OUTCOMES
The Developmental Learning
Outcomes are deliberately broad
long-term accomplishments.
They reflect the integration of
learning and development
through the Essential Learnings
and all Learning Areas and allow
for different developmental
Children develop trust and
confidence. F • Id
Children develop a positive
sense of self and a
confident personal and
group identity. Id • In
Children begin to develop concern for, and appreciation of,
others and their environments. F • In • KC4
Children develop and use a wide range of both non-verbal and
verbal communication to convey and construct meaning and
share in the enjoyment of language. In • C • KC1 • KC2
Arts and
creativity
Children extend their sense of personal and group identity. Id • In
The Developmental Learning Outcomes
are deliberately broad long-term
accomplishments. They reflect the
integration of learning and development
through the Essential Learnings and all
Learning Areas and allow for different
Children develop autonomy and a sense of agency.
Id • In • KC4 • KC6
Children explore arts forms including visual arts, drama, music, dance
and media through symbolic and creative expression.
Id • T • C • KC2 • KC6
Children develop processes, understandings and skills to support their
artistic expression. T • C • KC1
Communication
and language
Children increase their understanding of the power and complexity of
language and communication. T • C • KC2
Design and
technology
Children develop a range of
physical competencies. Id
Children examine, identify and critique processes, products and
systems. In • T • C • KC1
Children use their imagination to generate ideas and participate in
processes of design. F • T • C • KC3 • KC6
Children use materials, equipment and processes to design and
develop products and systems. In • T • C • KC3 • KC7
Children are intellectually
inquisitive. F • T • C
Children develop a sense
of physical wellbeing.
Id • In
Children continue to acquire and are supported in the language of
their homes, families and communities. Id • In • C • KC2
Children are purposeful and effective users of communication and
language. Id • C • KC2
Diversity
Children are effective
communicators. T • C
Children discover a range of ways to recognise, investigate,
manipulate, use, represent and invent phenomena in their
natural and constructed environments.
In • F • T • C • KC1 • KC2
DEVELOPMENTAL
LEARNING OUTCOMES
Children contribute in a variety of ways as members of groups.
Id • In • KC4
Children develop a sense
of being connected with
others and their worlds.
F • Id • In
Children develop an awareness of their body’s needs and their
routines for food, relaxation, activity and sleep, and develop
increasing independence in their personal care. In • KC1
Children ask questions, wonder, and discover a range of ways
to explore and find answers to problems. F • T • KC6
Self and
social
development
KEY IDEAS
Children interact with and respond to arts works. In • C • KC2
Children develop a range of
thinking skills. F • T • C
Children accept challenges to wonder and find answers in their
natural and socially constructed environments.
F • T • C • KC6
LEARNING
AREAS
pathways
Children develop balance for stability and movement and an
awareness of their body in space, in order to move with purpose,
safety and expression. Id • In • T • KC1
In partnership with educators in language-rich and thoughtful
environments:
South Australian Curriculum, Standards and Accountability Framework
Children develop a respect for, and appreciation of, the diverse nature
of their communities. In • KC1
Children develop a positive
sense of self and a confident
personal and group identity.
Id • In
Children develop a sense of
being connected with others and
their worlds. F • Id • In
Children are intellectually
inquisitive. F • T • C
Children develop a range of
thinking skills. F • T • C
Children are effective
communicators. T • C
Children begin to recognise and question the way society privileges
or excludes particular ways of knowing and being. F • In • T • KC1
Children develop a sense of
physical wellbeing. Id • In
Children extend their range of physical skills and strengthen their
physical vitality. Id
Children develop understandings about their physical capabilities
through individual and shared activities. Id • In • KC1 • KC4
Children begin to develop responsibility for their personal health and
safety. Id • In
Understanding
our world
Children develop trust and
confidence. F • Id
Children begin to develop an understanding of Aboriginal and Torres
Strait Islander peoples as the indigenous inhabitants of Australia.
In • KC1
Children learn to take action to bring about change for a just society.
F • In • T • KC4
Health and
physical
development
developmental pathways
Children develop a sense of responsibility for natural and social
environments and an understanding that their world is shared.
F • In • KC1
Children develop confidence through making sense of their world by
thinking, acting and working scientifically. Id • In • T • KC6
Children develop and use mathematical skills and understandings to
investigate their physical and social worlds, both natural and
constructed. In • T • KC1 • KC5
Children develop a range of
physical competencies. Id
...........................
The Birth to Age 5 Key Ideas and the
Developmental Learning Outcomes
complement and connect with the
Reception to Year 2 Key Ideas and
Curriculum Standards. Together they
comprise the requirements for the Early
Years Band.
Reference to the Reception to Year 2
phase will support continuity in teaching
and learning (see Learning Area
overviews).
13
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Children discuss reactions, and
identify main ideas and
information when listening to a
range of texts.
KC1 KC2
With an awareness of purpose,
they produce a range of spoken
texts in order to communicate
their ideas and feelings to a
familiar audience.
Id T C KC2
relating to Outcomes
1.1, 1.2
REFER:
Concept Map p9
Texts and contexts: A range of
texts p12
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Texts and contexts
(refer p30 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Listens to and recognises that
different spoken texts achieve
different purposes (eg telling a story,
giving directions).
•
Listens to and understands that
different spoken texts achieve
different purposes (eg telling a story,
giving directions).
•
Listens to and uses spoken texts on an
expanding range of topics to achieve
different purposes (eg presenting at
assembly, thanking a guest speaker).
•
Listens to and joins in familiar
rhymes, including nursery rhymes
and finger plays from various
cultures.
•
Listens to and participates in rhymes,
chants and poems from various
cultures.
•
Listens to and experiments with
rhyme, rhythm and word play to
create chants, poems and rhymes.
•
Listens to and expresses opinions/
needs/likes/dislikes.
•
Listens to and expresses opinions/
needs/likes/dislikes.
•
Expresses and justifies own point of
view and listens and responds to the
point of view of others in various
situations.
•
Listens to and follows 2-step
instructions in context (eg ‘Put your
bag on the hook and find a partner’).
•
Listens to and follows multi-step
instructions.
•
Listens to and follows multi-step
instructions to complete a task
successfully (eg follows several orally
given steps to finish an art activity).
•
Listens to and responds to questions
and requests.
•
Listens to and responds to questions
and requests using a wider range of
language (eg greater word
vocabulary, longer sentences).
•
Listens to and responds to questions,
sometimes clarifying through
rephrasing or asking others for
clarification.
•
Interprets and gives simple
instructions and directions of a
familiar procedure in context (eg how
to borrow from the library, while in
the library, next to the computer).
•
Interprets and gives simple
instructions and directions of a
familiar procedure when not in
immediate context (eg how to borrow
from the library when in the
classroom, with no computer in
sight).
•
Interprets and explains familiar
procedures (eg gives instructions to
peers telling or showing the steps
required—explains how to rewind the
tape to find a relevant section).
OUTCOMES
1.1
Listens to a range of texts to
identify feelings, main ideas
and events.
T C KC1
1.2
Produces a range of spoken
texts that describe familiar
procedures and events, and
experiments with adjusting own
speaking to communicate with
different audiences in a variety
of familiar contexts.
T C KC2
14
Children discuss reactions, and
identify main ideas and
information, when listening to a
range of texts.
KC1 KC2
With an awareness of purpose,
they produce a range of spoken
texts in order to communicate
their ideas and feelings to a
familiar audience.
Id T C KC2
relating to Outcomes
1.1, 1.2
Year 2
Standard 1
Year 1
Towards Standard 1
Reception
Towards Standard 1
•
Listens and communicates when
something is not understood (eg
verbally or non-verbally such as
facial expressions).
•
Listens and communicates when
something is not understood and
articulates confusion.
•
Begins to listen critically to recognise
that a speaker may present a point of
view or has a particular stance and
asks questions for clarification.
•
Begins to sequence ideas when
speaking.
•
Sequences ideas and includes some
detail when speaking.
•
Sequences ideas when speaking and
includes key information and selects
subject specific vocabulary.
•
Contributes ideas and participates in
discussions.
•
Contributes ideas and participates in
discussions, both in groups and in
whole class settings.
•
Contributes extended stretches of talk
to class discussions (eg expressing a
more detailed point of view about
litter).
•
Uses a variety of greetings and
farewells appropriately in different
situations.
•
Uses a variety of greetings and
farewells appropriately in different
situations.
•
Uses different forms of talk when
interacting with others for a variety of
purposes (eg using toys or puppets to
establish relationships with others).
•
Understands that different kinds of
Australian English may be used in
different contexts (eg home language,
school language, playground
language).
•
Compares ways in which speech
varies in different situations (eg
canteen, home, playground).
•
Modifies speaking and listening
according to the context and situation
(eg news telling, reporting).
Assessment Reflective Question:
Do I explicitly model oral
communication strategies to my
learners?
•
Engages in conversations in a variety
of contexts.
•
Engages in longer and more detailed
conversations in a variety of contexts.
•
Engages in an expanded range of
topics to a wider range of audiences
(eg speaking to small groups, large
groups, whole class, other classes,
assembly).
•
Participates in structured listening
and speaking activities (eg news
telling, class meetings).
•
Participates with increasing
confidence in structured listening and
speaking activities.
•
Speaks confidently when presenting
information to a wider range of
audiences.
1.1
Listens to a range of texts to
identify feelings, main ideas
and events.
T C KC1
1.2
Produces a range of spoken
texts that describe familiar
procedures and events, and
experiments with adjusting own
speaking to communicate with
different audiences in a variety
of familiar contexts.
T C KC2
15
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Children listen to and interact
with familiar audiences for
different purposes and in
different contexts, and learn
about some aspects of spoken
language. They produce spoken
texts, experimenting with
language to communicate with
a range of audiences in the
home, school and community.
T C KC2
relating to Outcomes
1.5, 1.6
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Language
(refer p32 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Begins to understand the terms used
to describe language (eg question,
command, statement).
•
Discusses functional differences
between statements, questions and
commands.
•
Discusses functional differences
between statements, questions and
commands and uses them with greater
accuracy.
•
Recognises that non-verbal cues
convey meaning.
•
Uses non-verbal cues to convey
meaning.
•
Uses non-verbal cues to enhance own
speaking.
•
Begins to use aspects of conventional
grammar:
- uses simple past, present and
future tenses (ie primary tense)
- uses joining words (eg and, then).
•
Begins to self-correct and use
grammatical structures and features to
sequence ideas.
•
Uses grammatical structures (eg
connectives, verbs, adjectives) to
express and interpret ideas.
•
Speaks, with support, to a familiar
audience.
•
Plans and delivers, with assistance,
oral presentations to a small range of
audiences.
•
Plans and delivers an oral
presentation to a range of audiences
(eg whole class, assembly, morning
news).
•
Pronounces most sounds clearly.
•
Pronounces most sound blends
clearly.
•
Pronounces all sounds clearly and
most words correctly.
•
Experiments with the sounds of
words (eg as used in advertising
jingles, nonsense rhymes).
•
Experiments with familiar structures
to create own language (eg in rhymes,
word rhythms, jingles).
•
Experiments with rhyme, rhythm and
word play to create an effect for a
range of audiences (eg humour).
•
Begins to use language to explain,
enquire and compare.
•
Uses language to explain, enquire and
compare.
•
Begins to stay on the topic when
speaking.
•
Maintains a topic while elaborating a
main idea.
•
Maintains topic and uses more subject
specific language.
•
Gives simple descriptions of past
events (ie oral recount).
•
Includes when, who, where and what
in oral recounts.
•
Shows evidence of language cohesion
(eg retelling of a narrative has a
logical sequence, recounts are
organised by time).
OUTCOMES
1.5
Identifies some aspects of
spoken language in a range of
contexts when listening to and
responding to texts.
Id T C KC2
1.6
Experiments with language
when producing spoken texts
for a range of school and
community audiences.
T C KC2 KC6
16
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Children receive and share
meanings as they experiment
with strategies for listening
attentively to a range of spoken
texts in order to identify ideas
and interpret others’ views.
They communicate personal
ideas and opinions by
experimenting with strategies
for planning, composing and
presenting spoken texts in
familiar community situations.
Id T C KC1 KC2 KC3 KC4
KC6
relating to Outcomes
1.9, 1.10
•
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Strategies
(refer p34 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
Demonstrates active listening
behaviour when someone is talking
and contributes relevant ideas.
•
Listens actively to a speaker and
makes relevant comments, and asks
questions to clarify and gain
information.
•
Listens actively for longer periods,
asks questions and adds comments
that expand ideas.
•
Listens with focus to select
information (eg to gain information
for a report).
•
Listens critically to a speaker and
then discusses a point of view (eg
‘Should there be animals in a
circus?’).
•
Experiments with the conventions of
listening and speaking.
•
Understands and uses conventions of
listening and speaking.
•
Understands and uses negotiated
classroom rules for listening and
speaking.
•
Engages in role-play and
developmental play activities.
•
Plans spoken presentations with
support (eg describing who, what,
where, when, why, how, feelings).
•
Plans spoken descriptions, recounts
and reports, with support, by
identifying the main ideas to be
communicated.
•
Rehearses for a class presentation.
•
Rehearses spoken presentations that
include the appropriate use of a prop
(eg puppets, posters, toys).
•
Rehearses and delivers spoken
presentations using clear audible
speech and props when appropriate.
•
Begins to adjust speaking to match
different situations.
•
Adjusts speaking to match different
situations and audiences (eg adjusting
volume, expression, intonation, pace).
•
Adjusts speaking consistently to
match different purposes and
audiences (eg volume, expression,
intonation, pace).
OUTCOMES
1.9
Uses strategies for listening
attentively to ideas and
opinions in a range of spoken
texts.
TC
1.10
Experiments with strategies for
planning, composing and
presenting spoken texts for
formal and informal situations.
T C KC2 KC3 KC6
17
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Children recognise the range of
experiences and views shared
by people as they read, view
and critically interpret different
visual and written texts
containing familiar and new
content, language and text
structures.
T KC1
relating to Outcome
1.3
REFER:
Concept Map p10
Texts and contexts: A range of
texts p12
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Texts and contexts
(refer p37 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Listens to reading and attempts to
read books from the class and the
school libraries on a range of topics.
•
Reads for pleasure and begins to
recognise other purposes (eg
following written instructions).
•
Reads for pleasure and other purposes
(eg finding information).
•
Begins to read to a variety of
audiences.
•
Begins to read to a variety of
audiences and in different settings (eg
reads a story using a microphone at
assembly).
•
Reads confidently to a variety of
audiences and in different settings.
•
Attempts to read aloud.
•
Reads aloud with increased
confidence and fluency.
•
Reads aloud familiar texts confidently
and attempts unfamiliar texts.
•
Joins in shared book activities.
•
Begins to identify fiction and nonfiction texts.
•
Identifies and reads fiction and nonfiction texts.
•
Reads fiction and non-fiction texts.
•
Shares own writing and/or pictures
with an audience.
•
Reads own writing.
•
Reads own writing with greater
accuracy.
•
Recognises some familiar symbols in
context (eg computer icons, labels,
logos).
•
Begins to read for functional purposes
(eg identifying popular brand names).
•
Reads for functional purposes (eg
lists, letters, TV guides, websites).
•
Recognises own name in print.
•
Begins to read and view a range of
texts (eg fairytales, documentaries,
films).
•
Reads independently a range of text
types.
•
Begins to read guided reading
material.
•
Reads guided reading material.
•
Reads guided reading material.
•
Reads novels for younger children.
•
Reads and follows written
instructions.
•
Uses visual cues to read and follow
instructions.
•
Reads simple, short instructions.
OUTCOMES
1.3
Reads and views a range of
texts containing familiar topics
and language and predictable
text structures and illustrations
and recognises the ways that
texts are constructed to
represent real and imaginary
experiences.
Id T KC1
18
Year 1
Towards Standard 1
Reception
Towards Standard 1
Children recognise the range of
experiences and views shared
by people as they read, view
and critically interpret different
visual and written texts
containing familiar and new
content, language and text
structures.
T KC1
relating to Outcome
1.3
Year 2
Standard 1
•
Talks about television programs, films
and advertisements in relation to own
experience.
•
Retells main ideas from television
programs, films and advertisements.
•
Retells main ideas and gives an
opinion of television programs, films
and advertisements.
•
Understands the roles of an author and
an illustrator.
•
Understands the roles of, and can
identify, the author and the illustrator.
•
Builds a knowledge of popular
authors and illustrators.
•
Engages, with support, in a study of
an author or illustrator.
•
Retells events and discusses personal
interpretation of texts read and
viewed.
•
Understands that written/visual/
electronic texts are made by many
people (eg author, editor, publisher,
printer).
•
Identifies and expresses opinions on
main characters, plot and setting in a
written or visual text.
Provides information relating to plot,
setting, characters and the main ideas
and distinguishes between real and
imaginary texts and characters.
•
Expresses opinions about texts or a
character in relation to personal
experience.
Understands that people may have
different views and interpretations of
the same text.
•
Begins to recognise stereotypes in
texts and their features (eg
heroes/villains).
•
Sequences and predicts a text,
including pictures, with assistance.
•
Realises that print contains a constant
message (ie that the words of a
written story remain the same, but the
words of an oral story may change).
•
•
•
•
Retells events and discusses personal
interpretation of main events in read
and viewed texts.
Focuses on the meaning of a text
rather than the accuracy of reading
the individual words.
Participates in shared reading and
identifies aspects of text (eg
characters, setting, plot).
•
Talks about aspects of texts, including
multimedia texts, in relation to
personal experiences.
•
1.3
Reads and views a range of
texts containing familiar topics
and language and predictable
text structures and illustrations
and recognises the ways that
texts are constructed to
represent real and imaginary
experiences.
Id T KC1
19
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Children read, view and
interpret texts, drawing on the
support of proficient readers as
required. They identify and talk
about some language features
of written and visual images.
T C KC1 KC2
relating to Outcome
1.7
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Language
(refer p40 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Recognises some personally
significant words in context (eg
advertisements, signs, icons on the
computer screen).
•
Recognises an increasing number of
personally significant words in
context (eg street name, family
names).
•
Uses context and decoding strategies
to determine personally significant
and new subject specific words.
•
Recognises beginning and end of
texts read or viewed.
•
Predicts what will happen next in a
viewed or written text.
•
Infers and predicts from written and
viewed texts.
•
Recognises some basic high
frequency words (refer to Salisbury or
Holdaway lists or similar).
•
Recognises an increasing number of
high frequency words.
•
Recognises most high frequency
words.
•
Finds familiar words and letters in
texts.
•
•
•
Reads from left to right, top to
bottom.
Begins to identify different features
relevant to particular texts (eg
drawings in fiction texts, photographs
in factual texts).
Identifies different features relevant
to particular texts (eg diagrams in
factual texts, prompts in computer
software).
•
Identifies print from pictures.
•
Identifies the title of a book or CD.
•
•
•
Locates front and back cover of a
book, cassette or video.
Recognises the contents and index
pages of factual texts.
Uses contents and index pages of
factual texts.
•
Recognises that letters or characters
make up words.
•
Recognises common symbols on a
computer screen or keyboard.
•
•
Begins to use a range of computer
software and online resources, using
written and visual prompts.
Explains the function, using correct
terms, of commonly used keyboard
commands (eg ‘I use the space bar to
put a space between my words; I use
the delete key to correct my
mistakes’).
•
Uses a range of computer software
and online resources, using written
and visual prompts.
OUTCOMES
1.7
Identifies and talks about some
features of written language
and visual images when
reading and viewing a range of
texts.
T C KC1
20
Reception
Towards Standard 1
Children read, view and
interpret texts, drawing on the
support of proficient readers as
required. They identify and talk
about some language features
of written and visual images.
T C KC1 KC2
relating to Outcome
1.7
Year 2
Standard 1
Year 1
Towards Standard 1
•
Recognises that a sentence is made up
of words and that they are separated
by spaces.
•
Recognises upper case.
•
Recognises letters written in any font.
•
Begins to develop phonological
knowledge.
•
Applies, with support, phonological
knowledge.
•
Uses phonological knowledge.
•
Begins to recognise the who, what,
where and when in own recounts after
reading or viewing.
•
Develops knowledge of language
features (eg nouns, adjectives, verbs)
during shared reading and other
reading activities.
•
Identifies language features (eg
nouns, verbs, adjectives) in shared
reading and other activities.
•
Recognises and locates letters, words,
numbers and punctuation in shared
texts.
•
Develops awareness of punctuation
when reading.
•
Attends to punctuation using
appropriate expression and pauses in
reading.
•
Begins to recognise and respond to
punctuation used in shared texts (eg
big books).
•
Develops expression when reading.
1.7
Identifies and talks about some
features of written language
and visual images when
reading and viewing a range of
texts.
T C KC1
21
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Children experiment with
several reading/viewing
strategies for selecting texts,
organising and recording
information, and interpreting
visual texts and short written
texts.
T C KC1 KC6
relating to Outcome
1.11
•
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Strategies
(refer p42 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
Selects a favourite book/video/CDROM/website.
•
Uses book orientation such as the
front cover, title and pictures to
anticipate content and words likely to
appear (eg Dreaming stories).
•
Uses picture cues in printed text to
predict a key idea.
•
•
Selects, with assistance, appropriate
materials for reading/viewing and
with assistance selects ICTs
appropriate to the task.
•
Selects appropriate materials for
reading/viewing and selects ICTs
appropriate to the task.
•
Selects texts related to a topic.
Begins to locate, with support, key
words in written texts including
electronic resources (eg CD-ROM,
websites).
•
Begins to locate key words in written
texts including electronic resources
(eg TV, websites).
•
Uses different parts of a text to access
information (eg title page, index).
•
Uses titles, illustrations and prior
knowledge of the topic to predict
meaning and content.
•
Spends time looking at a book (print
or electronic).
•
Sub-vocalises or whispers when
reading ‘silently’.
•
Reads silently from a chosen text for
10 minutes.
•
Makes acceptable substitutions when
reading simple literary and factual
texts, including appropriate
software/online resources.
•
Omits an unknown word and reads on
to use the context to determine the
meaning of the word.
•
Begins to skim and scan texts to
determine meaning and relevance.
•
Attempts to self-correct when
meaning is disrupted during reading.
•
Re-reads and self-corrects when
meaning and understanding are
disrupted.
Demonstrates understanding of oneto-one correspondence between
spoken and written words (eg points
to each word, or says a word as a
teacher points to each written word of
a big book).
•
Draws on knowledge of letter–sound
relationships when trying to read
unknown words (eg sounds out,
attempts to break words into
syllables).
•
Uses word identification strategies for
constructing meaning:
- sounds out to decode words
- applies knowledge of common
letter patterns to decode words.
•
OUTCOMES
1.11
Experiments with strategies
when selecting, reading,
viewing and critically
interpreting written and visual
texts and, with teacher support,
discusses their use of strategies.
Id T C KC1
22
Year 1
Towards Standard 1
Reception
Towards Standard 1
Children experiment with
several reading/viewing
strategies for selecting texts,
organising and recording
information, and interpreting
visual texts and short written
texts.
T C KC1 KC6
relating to Outcome
1.11
Year 2
Standard 1
•
Recognises letters of the alphabet and
uses their sounds to attempt to sound
new words.
•
Uses initial letters, pictures and
content knowledge as cues.
•
Uses word segmentation and
syllabification to make sense of the
whole word.
•
Uses a picture dictionary, with
support, including online picture
dictionaries.
•
Begins to use a dictionary including
online picture dictionaries.
•
Uses a dictionary to help check the
meaning of words.
1.11
Experiments with strategies
when selecting, reading,
viewing and critically
interpreting written and visual
texts and, with teacher support,
discusses their use of strategies.
Id T C KC1
Assessment Reflective Question:
Have I provided opportunities for
students to reflect?
23
Learning Area: English
Mode: Writing
KEY IDEAS
Children recognise some of the
purposes and advantages of
writing as they express
feelings, ideas, information and
imagination within written
texts.
T C KC1 KC2
relating to Outcome
1.4
REFER:
Concept Map p11
Texts and contexts: A range of
texts p12
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Texts and contexts
(refer p44 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Attempts to write/produce brief,
simple texts, independently or with
the support of a scribe, for a purpose
and audience.
•
Begins to write for a purpose (ie use
genres), recognising the audience for
the writing:
- recount
- narrative
- procedure.
•
Constructs, with scaffolding, the
following genres using their particular
structure and language features
(approximately half page in length):
- recount
- narrative
- procedure
- report
- exposition
- personal response.
•
Begins to use writing or symbols/
scribble to convey meaning to others.
•
Uses writing to convey meaning to
others (eg lists, notes, stories).
•
Uses writing to successfully convey
meaning to others (eg letters, e-mail,
posters, greeting cards).
•
Uses pictures to add meaning or
clarification to writing.
•
Uses pictures and labelled diagrams
to add meaning or clarification to
written texts.
•
Chooses when it is appropriate to use
pictures, diagrams etc to add meaning
or clarification to text.
•
Participates with the teacher in
writing class and group stories, poems
and factual texts contributing ideas
and words and making spelling
attempts.
•
Develops an awareness of the
purposes of genres.
•
Understands the purposes of genres.
•
Understands that some writing is
published.
•
Shows an awareness of the steps
required to publish work (eg drafts
copy using word processing).
•
Publishes work for an audience,
including using ICTs.
OUTCOMES
1.4
Composes a range of texts that
include topics of personal
interest and some related ideas,
and that can be understood by
others.
In T C KC2
Assessment Reflective Question:
What indicators will I look for
when assessing a learner’s
writing?
24
Learning Area: English
Mode: Writing
KEY IDEAS
Children produce written texts,
drawing on the support of
proficient writers as required.
They identify and talk about
some basic features of written
texts and visual images.
T C KC1 KC2
relating to Outcome
1.8
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Language
(refer p45 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Recognises that writing and drawing
are different.
•
Understands the difference between a
letter, a word and a sentence.
•
Dictates a text to a scribe and copies a
scribed text.
•
Experiments with sentence structure.
•
Writes in complete sentences.
•
Begins to write with ideas logically
sequenced.
•
Writes with ideas logically
sequenced.
•
Gives a piece of work an appropriate
title, with support.
•
Writes titles/headings for a piece of
work, independently.
•
Attempts to construct some simple
poetry forms with teacher modelling
the language and structure (eg
acrostic, changing words in a nursery
rhyme).
•
Constructs some poetry forms with
the teacher modelling the language
and structure (eg acrostic, cinquain,
tongue twisters using alliteration).
GRAMMAR
GRAMMAR
GRAMMAR
•
•
Begins to construct sentences using
nouns (who, what), verbs and
circumstances (when, where, why).
•
Constructs sentences using nouns
(who, what), verbs and circumstances
(eg when, where, why).
•
Constructs sentences using some
linking conjunctions (eg and, but) and
binding conjunctions (eg because,
when).
•
Uses linking and binding
conjunctions.
•
Understands and uses primary tenses
with some accuracy (eg present, past
and future).
•
Uses primary tenses (eg present, past
and future) with more accuracy.
•
Begins to use secondary tenses (eg ‘I
am going to do that when ... ’).
Constructs simple sentences with
subject–verb agreement.
•
Constructs more detailed simple
sentences with subject–verb
agreement.
•
•
Constructs, with support, simple
sentences using nouns (who, what),
verbs and circumstances (eg when,
where, why).
Uses mainly simple past and present
tense.
Constructs, with support, simple
sentences with subject–verb
agreement (eg ‘Koalas are mammals’,
‘The koala is a mammal’).
•
OUTCOMES
1.8
Experiments with aspects of
language when planning and
composing a range of texts
about familiar experience.
Id C KC3 KC6
25
Year 1
Towards Standard 1
Reception
Towards Standard 1
Children produce written texts,
drawing on the support of
proficient writers as required.
They identify and talk about
some basic features of written
texts and visual images.
T C KC1 KC2
relating to Outcome
1.8
•
Constructs, with support, simple
sentences with relational verbs (eg ‘I
am happy’, ‘I have a book’), action
verbs (eg ‘the dog chased’) and
mental verbs (eg ‘I feel sad’).
Year 2
Standard 1
•
Begins to use a wider range of verbs
including saying verbs (eg ‘the boy
called’).
•
Uses a range of verbs (eg action,
mental, relational and saying verbs).
•
Begins to construct noun groups,
using some adjectives, numbers etc
(eg five black cows).
•
Develops noun groups, using
adjectives, classifiers and numbers.
•
Begins to use a/the, an/the and a/an
with some accuracy.
Understands and uses pronouns with
some accuracy.
•
Understands pronouns and uses them
with greater accuracy.
•
PUNCTUATION
PUNCTUATION
PUNCTUATION
•
Identifies simple punctuation:
- finds full stops in texts and
experiments with their use
- finds capital letters in texts and
experiments with their use
- uses capital letter for own name
and uses the pronoun ‘I’.
•
•
Punctuates simple sentences
correctly:
- uses capital letters to start
sentences, for proper nouns and
for titles
- uses full stops to end sentences.
•
Experiments with the use of:
- question marks
- exclamation marks
- commas
- apostrophes for contractions
- quotation marks.
Begins to construct simple sentences,
with support.
•
•
Writes a longer text of 4–6 sentences
(half page) of a particular genre with
the correct structure evident.
•
Uses some punctuation, with support:
- uses full stops to end sentences
- uses capital letters to start a
sentence
- uses capital letters for names.
Writes a short text (2–3 sentences)
drawn from personal
activities/experiences or modelled on
a genre.
1.8
Experiments with aspects of
language when planning and
composing a range of texts
about familiar experience.
Id C KC3 KC6
Assessment Reflective Question:
Have I been explicit to my
learners about the features in
their writing on which they will be
assessed?
26
Learning Area: English
Mode: Writing
KEY IDEAS
Children share ideas and
feelings as they experiment
with strategies for planning,
composing and reviewing their
own writing. They draw on
strategies for spelling high
frequency and common sight
words accurately and for
attempting to spell unfamiliar
words.
Id T C KC2 KC3 KC6
relating to Outcome
1.12
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p13 for DLO overview)
Strand: Strategies
(refer p47 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Attempts to plan writing:
- talks about writing
- draws a picture to guide writing.
•
Attempts to plan writing:
- discusses ideas for writing
- asks for help in ways to express
ideas
- uses charts and class resources as
models for writing.
•
Plans own writing:
- considers audience and purpose
before writing
- contributes and records ideas to
brainstorming sessions before
class or group writing activities
(eg using software such as
Inspiration)
- plans text structure using a
planning proforma
- gathers information from other
sources (eg interviews, websites)
- takes notes.
•
Attempts to review writing:
- reads back scribed text or
personal writing
- asks the teacher or a peer to read
own text
- experiments with capital letters
and full stops.
•
Attempts to review writing:
- identifies some possible spelling
or sentence structure mistakes
- reads own writing aloud to the
teacher to check the meaning
- experiments with capital letters
for sentence beginnings and
some proper nouns.
•
Reviews own writing:
- reads own writing to check
meaning
- self-corrects some words
- identifies possible errors (eg
circling or underlining doubtful
words)
- prepares writing for publication
- corrects the use of full stops and
capital letters and experiments
with question marks, exclamation
marks, commas, apostrophes and
quotation marks.
OUTCOMES
1.12
Experiments with strategies for
planning, composing and
reviewing own written texts
and for attempting to spell
unfamiliar words.
Id T C KC3
27
Reception
Towards Standard 1
Children share ideas and
feelings as they experiment
with strategies for planning,
composing and reviewing their
own writing. They draw on
strategies for spelling high
frequency and common sight
words accurately and for
attempting to spell unfamiliar
words.
Id T C KC2 KC3 KC6
relating to Outcome
1.12
•
Uses computers as a planning and a
writing tool:
- experiments with the mouse,
keyboard, cursor and other
functions and equipment
- recognises the letters on a
keyboard
- types own name
- experiments with a range of
software programs to begin
publishing work.
Year 1
Towards Standard 1
•
Uses computers as a planning and
writing tool:
- attempts to use all letters, space
bar and some punctuation
markers to type sentences
- begins to use caps lock, shift and
backspace keys to edit work
- experiments with changing font
size and style.
Year 2
Standard 1
•
Uses computers as a planning and a
writing tool:
- types sentences independently
- changes font, size and style of
text
- begins to use the spell check
function
- edits text using word-processing
software
- saves and retrieves own work
- chooses appropriate software to
plan and publish work (eg Word,
Inspiration, Kid Pix).
SPELLING
SPELLING
SPELLING
•
Uses initial sounds to attempt words
in a ‘have-a-go’ book or finds the
correct page in personal word book to
seek help.
•
•
Spells commonly used words
accurately.
•
•
Hears, says and writes initial and final
sounds in words and, with support,
middle sounds.
•
Hears, says and writes initial, middle
and final sounds.
Knows that a, e, i, o and u are called
vowels, y is a semi-vowel and all
other letters are consonants.
•
Spells some commonly used words
correctly.
•
•
•
Identifies and writes most letters of
the alphabet.
Recalls the correct spelling of an
increasing number of commonly used
words.
•
Uses spelling strategies to learn new
words (eg look, cover, write, check).
Uses spelling strategies based on
knowledge of sound–symbol
relationships and standard letter
patterns.
•
Spells 3-letter words with short
vowels (eg pig, cat).
•
Uses common consonant initial and
final digraphs and blends (eg th, cr,
ll).
•
•
Uses short and long vowels (eg mad,
made).
Knows a core of sounds/blends such
as consonant digraphs (th, ch), blends
(scr, tch), vowel digraphs (oo, oa) and
long and short vowels.
Uses knowledge of the names of
letters and the most common sounds
that letters make to write words in
lower and upper case form.
1.12
Experiments with strategies for
planning, composing and
reviewing own written texts
and for attempting to spell
unfamiliar words.
Id T C KC3
28
Reception
Towards Standard 1
•
Children share ideas and
feelings as they experiment
with strategies for planning,
composing and reviewing their
own writing. They draw on
strategies for spelling high
frequency and common sight
words accurately and for
attempting to spell unfamiliar
words.
Id T C KC2 KC3 KC6
relating to Outcome
1.12
HANDWRITING
Year 2
Standard 1
Year 1
Towards Standard 1
Uses word endings with assistance
(eg -ing, -ed).
•
Uses -ing and -ed as word endings
and, with assistance, -s, -es, -ies.
•
Uses plurals correctly.
•
Knows some spelling rules such as to
drop the e and add ing, change the y
to i and add es.
•
Orders alphabetically to the second
letter.
•
Attempts to use alphabetical order
using initial letter.
•
Makes logical attempts in spelling.
•
Begins to identify syllables.
•
Hears syllables in words and uses this
knowledge when attempting to spell.
•
Uses a variety of resources to assist
spelling while writing (eg personal
dictionaries, word lists,
environmental print).
•
Uses a variety of resources to assist
spelling while writing (eg
dictionaries, charts, ‘have-a-go’
sheets, personal word lists).
HANDWRITING
HANDWRITING
•
Attempts to use correct pencil grip.
•
Establishes hand preference.
•
Practises correct letter formation.
•
Demonstrates consistent formation of
letters and numerals.
•
Uses correct letter formation in lower
and upper case.
•
Writes left to right.
•
Leaves spaces between words and
letters.
•
Uses correct formation of numerals.
•
Writes on lines.
•
Places letters correctly in relation to
the line.
•
Starts to use kicks (eg t).
•
Produces neat, legible writing with
consistent size/shape of letters and
space between words.
1.12
Experiments with strategies for
planning, composing and
reviewing own written texts
and for attempting to spell
unfamiliar words.
Id T C KC3
29
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students understand and
respond to the ideas and
viewpoints of others, and
extract specific information
when listening to a range of
texts. They produce an
increasing range of spoken
texts about topics and issues of
interest, and interact with
audiences for particular
purposes in schools and the
community.
T C KC2
relating to Outcomes
2.1, 2.2
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
3.1, 3.2
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p14 for Early Years)
Strand: Texts and contexts
(refer p50 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Listens for enjoyment and
information (eg attends during a
shared story).
•
Listens to jokes, puzzles, rhymes,
funny stories and word plays.
•
Listens to a variety of less familiar
texts for enjoyment and information.
•
Listens to a variety of texts for
enjoyment and information.
•
Listens and responds to a range of
texts (eg responds to poems and
stories, follows a series of instructions
in order to complete a task, expresses
an opinion).
•
Listens and responds to a range of
text types (eg responds to new poems
and literary texts, reads aloud, follows
directions to a particular location,
attempts to persuade others to a point
of view).
•
Listens to longer and more
challenging spoken texts, gleaning
information to help form opinions.
•
Listens critically to recognise that the
speaker may be presenting a point of
view and asks simple questions for
clarification.
•
Listens critically to recognise that the
speaker may be presenting a point of
view and asks explicit questions for
clarification.
•
Listens critically recognising that the
speaker may be presenting a point of
view, and asks a series of questions
for clarification.
•
Engages in activities that involve
many structured speaking situations
(eg reporting, describing, recounting,
explaining, interviewing) and keeps
to a specified time limit.
•
Engages in a variety of speaking
situations (eg reporting, describing,
recounting, explaining, interviewing,
entertaining, instructing).
•
Delivers a variety of oral
presentations for more varied
audiences.
•
Participates confidently in partner,
small group and whole class
discussions (eg class meetings).
•
Participates in partner, group and
class discussion on a variety of less
familiar topics, acting as a reporter to
summarise the main idea.
•
Uses strategies employed by effective
listeners such as listening for the main
idea and attending to the speaker.
•
Shows tolerance of, and is responsive
to, the contributions of others.
•
Shows tolerance of, and is responsive
to, the contributions of others.
•
Shows tolerance of, and is responsive
to, the contributions of others.
REFER:
Concept Map p9
Texts and contexts: A range of
texts p12
OUTCOMES
2.1
Listens to a range of texts to
identify specific information
about familiar topics and to
respond to others’ views.
T C KC1
2.2
Produces a range of spoken
texts about topics and events of
personal and community
interest for different school and
some community audiences and
purposes.
Id In C KC2
3.1
Listens to a range of texts to
develop ideas, identify
diversity of opinion and to
consider the appropriateness of
context, purpose and audience.
T C KC2
3.2
Produces a range of spoken
texts about topics and events of
personal and community
interest, for school and wider
community contexts and
audiences.
In T C KC2
30
Students understand and
respond to the ideas and
viewpoints of others, and
extract specific information
when listening to a range of
texts. They produce an
increasing range of spoken
texts about topics and issues of
interest, and interact with
audiences for particular
purposes in schools and the
community.
T C KC2
relating to Outcomes
2.1, 2.2
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
3.1, 3.2
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others
and in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Year 5
Towards Standard 3
Year 4
Standard 2
Year 3
Towards Standard 2
•
Speaks to an audience, drawn from
the school or local community, on a
range of topics related to the school
curriculum or personal and
community interests.
•
Speaks to an audience, drawn from
the school and local community, on a
variety of less familiar topics, some
of which they have researched.
•
Speaks to an audience using
increasingly technical vocabulary and
clarifies meaning for listeners.
2.1
Listens to a range of texts to
identify specific information
about familiar topics and to
respond to others’ views.
T C KC1
•
Talks to a familiar and unfamiliar
audience keeping to the topic and to
an agreed time span and inviting and
responding thoughtfully to questions
and comments.
•
Prepares a talk knowing the needs of
the audience and the kinds of
questions that may be asked.
•
Prepares a talk and takes into account
alternative opinions, expands on
others’ ideas and asks for and gives
explanations and reasons.
•
Participates with some confidence in
casual conversations with familiar
people about familiar topics.
•
Participates with some confidence in
casual conversations with less
familiar people about familiar topics.
2.2
Produces a range of spoken
texts about topics and events of
personal and community
interest for different school and
some community audiences and
purposes.
Id In C KC2
•
Participates and reflects appropriately
as a member of an audience.
•
Responds and expands on others’
views (eg stereotyping in a television
advertisement, computer game).
•
Constructs oral texts of a range of
genres having a number of stages or a
series of events.
•
Retells stories which have more than
one complication to resolve.
•
•
Understands the difference between
standard and non-standard speech (eg
listens to the lyrics in songs and
identifies non-standard speech).
•
Understands the difference between
dialogue and monologue.
•
•
Asks relevant questions, responds
positively to others’ questions and
asks a series of questions to follow a
train of thought when in one-to-one or
small group settings.
•
Asks peers to give more detail on a
shared topic and offers suggestions
and information attempting to solve
problems when participating in a
group.
•
Recognises and talks about the way
that language differs in different
contexts (eg football field, restaurant,
theatre, telephone conversation, faceto-face).
Constructs simple oral discussions
and arguments based heavily on
modelled and collaboratively
constructed texts.
Understands that spoken language
differs from written language, both in
function and structure.
3.1
Listens to a range of texts to
develop ideas, identify
diversity of opinion and to
consider the appropriateness of
context, purpose and audience.
T C KC2
3.2
Produces a range of spoken
texts about topics and events of
personal and community
interest, for school and wider
community contexts and
audiences.
In T C KC2
Assessment Reflective Question:
Have I provided opportunities for
my learners to get feedback from
a range of assessors (eg peers,
community members)?
•
Recognises the differences between
school and home language, between
standard and non-standard English,
and between idiomatic and literal
language.
31
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students listen to and interact
with familiar and some
unfamiliar audiences for a
wider range of purposes and
contexts, and learn about
several aspects of spoken
language. They produce a
variety of spoken texts,
developing confidence and
increasing proficiency in the
use of language as they
communicate with a wider
range of school and community
audiences.
Id C KC2
relating to Outcomes
2.5, 2.6
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
3.5, 3.6
Standards: 2 & 3
(refer p16 for Early Years)
Strand: Language
(refer p53 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
•
Band: Primary Years
Possible starting points for planning,
programming and assessing
Recognises different oral text types
(eg conversation, telephone calls,
radio advertisements, news bulletins).
•
Begins to limit the range of colloquial
language according to purpose and
audience (eg ‘Who do you go for?’).
•
Uses and understands a range of
idiomatic language (eg ‘turn over a
new leaf’).
•
Uses a range of evaluative language
to express feelings and attitudes (eg
when giving feedback: ‘your writing
is excellent because …’).
Discusses the difference between the
language used in different oral texts
(eg making an appointment,
interviews, advertisements).
•
Compares the explicitness of
telephone conversations with face-toface discussions.
•
Plays with language in a small range
of ways for humorous effect.
•
Tells an anecdote to the class about
an amusing incident.
•
Identifies and discusses the use of
different language features such as
accents and colloquialisms in various
social and cultural contexts.
•
Retells a narrative, showing emergent
awareness of structure and using
appropriate language.
•
Retells the gist of a conversation,
using its structure and language.
•
Relates expressions (eg ‘beyond the
black stump’) to history, culture, time
and location.
•
Understands how vocabulary choice
is linked to context (eg diet, food,
tucker, nosh).
•
Recognises that English is spoken in
different ways in different parts of the
world (eg England, America, Ireland,
Australia).
•
Discusses how peer group jargon
operates to create solidarity within, or
exclusion from, a group.
•
Uses comparative adjectives in oral
language (eg happy, happier,
happiest).
•
Talks about use and purpose of
nicknames.
•
Uses irregular examples of
comparative adjectives in oral
language (eg good, better, best).
OUTCOMES
2.5
Identifies and discusses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
Id C KC2
2.6
Uses some aspects of language
when producing a variety of
spoken texts for a range of
school and community
audiences.
In C KC2
3.5
Discusses and analyses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
T C KC1 KC2
3.6
Selects and uses most aspects
of language when producing a
variety of spoken texts
appropriate for a wide range of
school and community
audiences.
Id T C KC2
32
Students listen to and interact
with familiar and some
unfamiliar audiences for a
wider range of purposes and
contexts, and learn about
several aspects of spoken
language. They produce a
variety of spoken texts,
developing confidence and
increasing proficiency in the
use of language as they
communicate with a wider
range of school and community
audiences.
Id C KC2
relating to Outcomes
2.5, 2.6
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
3.5, 3.6
•
•
Uses temporal sequence in spoken
recounts (eg first, next, finally, then).
Understands and uses questions,
statements and commands.
Year 5
Towards Standard 3
Year 4
Standard 2
Year 3
Towards Standard 2
•
Uses, with varying degrees of
accuracy, simple forms of language
expressing modality (eg should,
could, just, only).
•
Recognises aspects of text that
influence construction of meaning (eg
facial characteristics, clothing,
language, music, colour, stereotypical
roles and situations).
2.5
Identifies and discusses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
Id C KC2
•
Recognises the purposes and
language of different types of media
programs (eg television, radio).
•
•
Identifies specific information (eg
from a weather report, website,
information text).
Recognises and experiments with
word choices to represent people,
places, events and things in a chosen
way (eg in a positive or negative
way).
2.6
Uses some aspects of language
when producing a variety of
spoken texts for a range of
school and community
audiences.
In C KC2
•
Uses questions, statements and
commands to generate and maintain
discussions and conversations.
3.5
Discusses and analyses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
T C KC1 KC2
3.6
Selects and uses most aspects
of language when producing a
variety of spoken texts
appropriate for a wide range of
school and community
audiences.
Id T C KC2
33
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students receive, share and
respond to a range of texts by
employing several strategies for
listening attentively to ideas
and information and drawing
conclusions. They
communicate ideas and
information, and evaluate
performance by integrating
several strategies for speaking
in different contexts.
Id In C KC2
relating to Outcomes
2.9, 2.10
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p17 for Early Years)
Strand: Strategies
(refer p56 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Listens critically to spoken
presentations from a variety of
speakers, asks focused questions,
listens attentively and observes.
•
Maintains eye contact, if culturally
appropriate, when listening to a
speaker.
•
Listens to longer and more
challenging spoken texts, using
strategies such as listening for the
main idea and attending to the
speaker.
•
Listens and responds constructively
to alternative ideas and viewpoints
and asks questions that help to clarify
others’ viewpoints and summarise
main points.
•
Listens in group discussions and
records the key ideas.
•
Selects and organises ideas before
giving a prepared talk.
•
Selects and organises ideas, listing
main ideas on cue cards, before
giving a prepared talk.
•
Researches, selects and organises
ideas, listing main ideas on cue cards,
before giving a prepared talk.
•
Talks to an audience of peers, using
appropriate gestures and facial
expressions and varying tone of
voice.
•
Uses a variety of speaking skills such
as adjusting voice tone and
information in response to a listener’s
reaction.
•
Uses culturally appropriate gesture,
posture, facial expression, tone of
voice and pace of speaking to engage
the interest of an audience.
•
Uses group discussion skills (eg
clarifying meaning, guiding
discussion by taking on role of group
leader).
•
Uses increasingly technical
vocabulary in spoken texts and knows
how to clarify meaning for listeners.
•
Asks different types of questions and
uses reflective listening techniques to
clarify meaning.
•
Participates as an audience member
and responds appropriately to an
audience.
•
Reflects, self-corrects and clarifies
intention by using sentences such as
‘What I meant was …’ and ‘When I
think about …’.
•
Examines a range of perspectives,
expands on others’ ideas, asks for and
gives explanations and reasons, and
accepts and is responsive to others’
contributions.
•
Facilitates small group discussion and
expresses opinions and ideas without
dominating the discussion.
•
Explores, extends, clarifies and
evaluates ideas in appropriate ways
(eg speculates about possible
alternative interpretations, compares
and contrasts different opinions
within a group).
OUTCOMES
2.9
Uses strategies for listening
attentively to ideas, information
and viewpoints in a range of
spoken texts.
Id T C KC6
2.10
Uses strategies for planning,
composing and evaluating a
range of spoken texts to
communicate with different
community audiences.
Id In C KC2 KC3
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing and presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
34
Year 3
Towards Standard 2
Students receive, share and
respond to a range of texts by
employing several strategies for
listening attentively to ideas
and information, and drawing
conclusions. They
communicate ideas and
information, and evaluate
performance by integrating
several strategies for speaking
in different contexts.
Id In C KC2
relating to Outcomes
2.9, 2.10
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10
Year 5
Towards Standard 3
Year 4
Standard 2
•
Uses expressive features such as
gesture, facial expression and voice
quality, tone, volume and clarity.
•
Explores the way that body language,
intonation and emphasis affects
audiences and can be used to enhance
meaning and influence interpretation.
•
Uses intonation and emphasis to
convey different meanings.
•
Discusses ways in which spoken
language can have an impact on other
people.
•
Evaluates a speech, taking into
account presentation, content and
situation.
•
Evaluates oral presentations in terms
of such features as tone, volume,
intonation and body language.
Plans, rehearses and delivers a short
talk to a peer audience, using a range
of skills to enhance a spoken
presentation (eg posters, cue cards,
costumes, body language, gesture).
•
Plans, rehearses and delivers a talk to
a peer or wider audience, using a
range of skills.
•
•
Plans, rehearses and delivers to a
wider audience to develop oral
presentation skills further (eg using
visual aids; engaging the audience;
dealing with questions from the floor;
speaking with clarity to a whole class,
an assembly or visitors).
•
Identifies outcomes to be achieved
through a talk.
•
Adapts spoken language to suit
various audiences and contexts.
•
Reviews and adjusts spoken language
in response to the audience’s reaction
(eg predicting likely questions and
preparing answers).
•
Adjusts spoken language according to
the formality of the situation.
•
Communicates simply, appropriately
and accurately, some of the time,
when the situation involves another
medium (eg when asking for
information over the telephone,
instructing someone in the use of a
computer).
•
Communicates simply, appropriately
and accurately, in general, when the
situation involves another medium
(eg when giving instructions over the
telephone).
•
Communicates more confidently in
situations involving other media if the
text is simple and there is support and
time to plan (eg negotiates over the
telephone; uses tables, diagrams or
other visual texts when speaking or
following instructions).
•
Engages in a range of structured
speaking situations (eg reporting,
describing, recounting, interviewing,
explaining).
•
Interviews and records responses of
peers (eg surveys, questionnaires).
•
Interviews a range of people to gain
an overview of responses (eg makes
telephone enquiries, devises surveys
and questionnaires).
•
Creates, practises and performs a play
for others (eg assumes the role of a
character in retelling or discussing a
narrative).
•
Plans deliveries of presentations and
role-plays.
2.9
Uses strategies for listening
attentively to ideas, information
and viewpoints in a range of
spoken texts.
Id T C KC6
2.10
Uses strategies for planning,
composing and evaluating a
range of spoken texts to
communicate with different
community audiences.
Id In C KC2 KC3
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing and presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
35
Year 3
Towards Standard 2
Students receive, share and
respond to a range of texts by
employing several strategies for
listening attentively to ideas
and information, and drawing
conclusions. They
communicate ideas and
information, and evaluate
performance by integrating
several strategies for speaking
in different contexts.
Id In C KC2
relating to Outcomes
2.9, 2.10
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10
•
Responds to and creates jokes,
puzzles, rhymes, funny stories and
word plays.
•
Indicates understanding or confusion,
seeks clarification persistently but
with regard to the needs of others in
the group, and takes turns to speak.
Year 5
Towards Standard 3
Year 4
Standard 2
•
Uses pair or small group discussion
effectively to share knowledge,
clarify issues, explore ideas and
decide on actions.
Assessment Reflective Question:
What strategies will I employ to
ensure that I make consistent
judgments?
•
•
Converses, debates and hypothesises
about issues (eg when discussing
local/global events).
Plans and considers main topics and
emphases before delivery of a talk
encouraging active participation of all
group members.
2.9
Uses strategies for listening
attentively to ideas, information
and viewpoints in a range of
spoken texts.
Id T C KC6
2.10
Uses strategies for planning,
composing and evaluating a
range of spoken texts to
communicate with different
community audiences.
Id In C KC2 KC3
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing and presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
36
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students identify different
interpretations of symbolic
meanings and stereotypes as
they read, view and critically
interpret a range of visual,
multimodal and written texts
that contain familiar content
and some unfamiliar language.
T C KC1
relating to Outcome
2.3
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcome
3.3
REFER:
Concept Map p10
Texts and contexts: A range of
texts p12
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p18 for Early Years)
Strand: Texts and contexts
(refer p59 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Recognises and describes the
purposes of texts (eg to entertain,
engender emotion, teach, report,
explain, describe, give opinions).
•
Identifies the writer’s intended
audience.
•
Reads and discusses books, with
support, with wider knowledge and
increased understanding about
others.
•
Relates interpretations of texts to
own experiences.
•
Reads, unassisted, short books in
larger print and with predictable
structures.
•
Reads, with support, challenging
books of high personal interest.
•
•
•
Recognises and describes the purposes
of texts and intended audience.
•
Recognises and describes the
purposes of a wider range of texts and
their intended audience.
•
Understands that audience and
purpose influence the text creator’s
selection of subject matter.
•
Reads and evaluates several aspects of
a story such as the main character’s
viewpoint, male and female roles,
originality, credibility of storyline, use
of humour, and relationship to the
reader’s own experience.
•
Reads and discusses items of topical
interest reported in the media, relating
them to personal experience and
comparing different versions or
interpretations of the same
information (eg comparing different
versions of the same information on
different websites).
•
Reads short novels for sustained
periods of time.
•
Reads material relevant to personal
purposes, needs and interests, as well
as to topics currently being explored.
Reads, independently, for a
sustained period of time.
•
Maintains interest in and
comprehension of a short novel when
reading it over a few sessions.
•
Maintains interest in and
comprehension of a novel when
reading it over many sessions.
Reads, interprets and follows
instructions, with support, such as in
recipes, maps, games, websites and
safety guidelines.
•
Reads, interprets and follows
instructions with increasing
independence such as in recipes, maps,
games, websites and safety guidelines.
•
Makes inferences based on explicit
and implicit information.
OUTCOMES
2.3
Reads and views a range of
texts containing familiar topics
and some unfamiliar text
structures and language
features, and identifies
symbolic meaning and
stereotypes.
T C KC1
3.3
Reads and views a range of
texts containing some ideas and
issues of social/cultural interest
and more complex text
structures and language
features and explains possible
reasons for different
interpretations of texts.
In T KC1
37
Year 4
Standard 2
Year 3
Towards Standard 2
Students identify different
interpretations of symbolic
meanings and stereotypes as
they read, view and critically
interpret a range of visual,
multimodal and written texts
that contain familiar content
and some unfamiliar language.
T C KC1
relating to Outcome
2.3
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcome
3.3
Year 5
Towards Standard 3
•
Considers events in a text from each
character’s point of view.
•
Explores a topic through a range of
different media, and from different
perspectives (eg accessing online
experts through moderated discussion
forums/closed chat sessions).
•
Expresses different interpretations of
written and visual texts.
•
Discusses different interpretations of
written and visual texts, including their
own.
•
Justifies their own interpretation of
written and visual texts.
•
Expresses opinions about the
motives and feelings of characters
(eg explains likely sources of their
ideas).
•
Discusses opinions, including their
own, about the motives and feelings of
characters.
•
Justifies their own opinions about the
motives and feelings of characters.
•
Distinguishes between fact and
opinion.
•
Identifies the writer’s point of view.
•
Recognises that texts are written or
produced for a particular audience.
•
•
Explains the ways in which a text
could be changed to appeal to
different audiences (eg changing a
narrative into a play).
Recognises that people with special
interests and expectations are the
target audience for particular texts.
•
Recognises that texts could have
been written or produced differently.
•
Discusses how information on a local
issue or newsworthy event is
presented differently in items from a
magazine, newspaper or television
broadcast or website.
•
Identifies simple symbolic meanings
(eg logos).
•
Identifies simple symbolic uses of
music, sound effects and voice style.
•
Identifies the symbolic use of music,
sound effects and voice style in a
visual text.
•
Comments on incidents from a short
children’s film.
•
Comments on incidents from a
children’s film with attention to plot
elements, such as setting, character,
conflict and resolution.
•
Discusses how camera angle, viewer
position, colour, size and shading in a
visual text construct meaning.
2.3
Reads and views a range of
texts containing familiar topics
and some unfamiliar text
structures and language
features, and identifies
symbolic meaning and
stereotypes.
T C KC1
3.3
Reads and views a range of
texts containing some ideas and
issues of social/cultural interest
and more complex text
structures and language
features and explains possible
reasons for different
interpretations of texts.
In T KC1
38
Year 3
Towards Standard 2
Students identify different
interpretations of symbolic
meanings and stereotypes as
they read, view and critically
interpret a range of visual,
multimodal and written texts
that contain familiar content
and some unfamiliar language.
T C KC1
relating to Outcome
2.3
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcome
3.3
•
Discusses ways in which the
portrayal of people is stereotyped
with regards to gender, race, class
and culture in books, films,
television and multimedia texts.
•
Recognises recurring character types
and their traits (eg as seen in
fairytales, cartoons, soap operas).
• Identifies the elements of a story
such as the setting, main characters,
orientation complication and
resolution.
Year 4
Standard 2
•
•
Discusses how groups such as males
and females or people from various
cultural groups are represented (or not
represented) and stereotyped in books,
films, television and multimedia texts.
Identifies and understands the function
of elements of a story (eg an orientation
sets the scene and introduces and
describes characters, the sequence of
events can lead to complications and
resolutions to create tension or
suspense).
Year 5
Towards Standard 3
•
Discusses how the author of a text has
concealed or revealed particular
attitudes to people or groups of
people and their lifestyles.
•
Considers how change to aspects of a
text can alter people’s interpretation
of meaning (eg altering the gender
and/or cultural roles in a novel, film
or play).
•
Identifies and summarises the main
points of information and supporting
details of reports, of the main
storyline in narratives and of the main
argument and supporting points in
persuasive writing.
2.3
Reads and views a range of
texts containing familiar topics
and some unfamiliar text
structures and language
features, and identifies
symbolic meaning and
stereotypes.
T C KC1
3.3
Reads and views a range of
texts containing some ideas and
issues of social/cultural interest
and more complex text
structures and language
features and explains possible
reasons for different
interpretations of texts.
In T KC1
Assessment Reflective Question:
How do I know students
understand the texts in use in the
classroom?
39
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students read, view and
interpret a range of texts about
familiar and some unfamiliar
topics with increasing
independence and
understanding. They identify,
predict and evaluate the
language features of written
and visual texts, and discuss
their effect on the reader.
T C KC1
relating to Outcome
2.7
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
3.7
Strand: Language
(refer p60 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
Talks about stanzas, rhyme, syllables
and rhythm when discussing a poem.
•
Talks about the characteristics of
different types of poems (eg haiku,
cinquain).
•
•
Standards: 2 & 3
(refer p20 for Early Years)
•
•
Band: Primary Years
Possible starting points for planning,
programming and assessing
•
Understands and uses words such as
fiction, text, factual text, poem,
illustration and diagram.
•
Identifies word families in texts and
discusses how they build up topic
information.
Identifies the types of visual
information (eg map, chart, table,
animation, website).
•
Recognises and understands
statements, questions, commands and
exclamations.
Identifies the use of modality in
persuasive writing (eg ‘You should
...’, ‘You have to …’).
•
Identifies evaluative language in texts
and discusses the effects of such
language.
Recognises and understands visual
language (eg clothing, facial
expressions and appearance) and that
voice, tone, volume and sound effects
portray people in particular ways.
•
Uses appropriate terms to discuss
multimedia texts.
•
Identifies conventions of electronic
texts (eg hyperlinks).
•
Identifies base words and explains
how prefixes and suffixes change
words and their meanings.
•
Uses appropriate terms to discuss
multimedia texts (eg space, font,
upper and lower case, bold, italics).
•
Identifies figurative language such as
simile, metaphor, idiom, alliteration
and personification in texts and
discusses the effect.
•
Explains the reasons for the use of
passive voice in information reports
and explanations.
•
Reflects on how writers use modality
to create degrees of certainty (eg can,
may, will, ought to).
•
Discusses features of scripted plays
(eg acts, scenes, stage directions, use
of language).
•
Compares conventions used in print
and electronic texts.
GRAMMAR
GRAMMAR
GRAMMAR
•
•
Recognises the subject of a clause or
simple sentence and the verb to which
it is connected.
•
Identifies subjects, verbs and objects,
in different texts.
•
•
Identifies direct and indirect speech in
written texts and discusses the
different effects of their use.
Explains the use of tenses in different
texts (eg past tenses in recount and
narrative, present tenses in
information reports).
Identifies action verbs (eg chasing,
clapping), mental verbs (eg thinking,
feeling), relational verbs (eg has,
become) and saying verbs (eg
whispered, shouted) in a narrative.
OUTCOMES
2.7
Identifies and interprets
features of written language
and visual images when
reading and viewing with
increasing independence and
understanding a range of texts
about less familiar topics.
T C KC1
3.7
Identifies and analyses features
of written language and visual
images when reading and
viewing independently, a range
of texts about familiar and
unfamiliar topics.
T C KC1
40
Year 3
Towards Standard 2
Students read, view and
interpret a range of texts about
familiar and some unfamiliar
topics with increasing
independence and
understanding. They identify,
predict and evaluate the
language features of written
and visual texts, and discuss
their effect on the reader.
T C KC1
relating to Outcome
2.7
•
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
3.7
Year 5
Towards Standard 3
Year 4
Standard 2
Identifies linking and binding
conjunctions (eg and, but, so), and
understands that they join clauses in
sentences.
•
Identifies clause structure in terms of
subject, verb and object.
•
Understands that subject–verb
agreement in terms of person and
number is essential for accurate
sentence structure (eg ‘The boy runs.’
and ‘The boys run.’).
•
Identifies noun groups in texts and
discusses the effect of their use in
comparison to using a noun only.
•
•
Identifies phrases that tell us more
about the action in terms of where,
when, why and how, and discusses
the effect of their use in texts (eg ‘She
swam with confidence.’).
Identifies additional elements in noun
groups such as an article (eg the),
numbering adjective (eg three) and
describing adjective (eg beautiful),
and talks about how to build a noun
group (eg ‘The three beautiful
swans.’).
•
Identifies words that name people,
places and things and knows these are
called nouns.
•
Identifies action words and knows
that these are called verbs.
•
Identifies adjectives and understands
that their function is to describe.
•
Identifies pronouns and understands
that they are used instead of a noun.
2.7
Identifies and interprets
features of written language
and visual images when
reading and viewing with
increasing independence and
understanding a range of texts
about less familiar topics.
T C KC1
•
Identifies abstract nouns in texts and
discusses their effect.
Assessment Reflective Question:
Have I provided my learners with
the opportunity to discuss their
learning?
•
Identifies relative pronouns.
PUNCTUATION
PUNCTUATION
PUNCTUATION
•
Uses appropriate terms to discuss
multimedia texts (eg space, full stop,
letter, upper and lower case, bold and
italics).
•
Builds upon appropriate punctuation
terms to discuss multimedia texts.
•
Compares the typical punctuation
used in print and multimedia texts.
•
Identifies and names commas,
quotation marks, question marks and
exclamation marks.
Recognises and attends to
punctuation in written text including
colon and dash.
•
Recognises and attends to
punctuation in written texts including
semi-colon, colon and dash.
•
Recognises, attends to and explains
punctuation in written texts.
•
3.7
Identifies and analyses features
of written language and visual
images when reading and
viewing independently, a range
of texts about familiar and
unfamiliar topics.
T C KC1
41
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students integrate several
reading/viewing strategies to
locate and compare
information, identify resources,
and meet own personal reading
goals.
Id T C KC1
relating to Outcome
2.11
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcome
3.11
•
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p22 for Early Years)
Strand: Strategies
(refer p63 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
Selects and reads both easier and
more difficult books, according to
interests, mood and purpose.
•
Uses a variety of strategies for
choosing appropriate texts, such as
scanning illustrations, reading the
comments on the cover, searching for
texts by known authors, and
considering the recommendations of
friends.
•
Chooses fiction reading on the basis
of preferences and interests,
recommendations of peers and
teachers, past experiences with the
same author, past experiences with
similar books pursuing a particular
theme or topic, and the need to extend
the range of experiences with
different texts.
•
Seeks varying levels of support
appropriate to the degree of difficulty
of particular texts and types of texts
(eg asks peers for help in interpreting
diagrams, or a teacher to read the text
aloud).
•
Participates in shared reading
sessions with unfamiliar text by
posing questions, discussing events
and characters, giving opinions,
predicting likely meanings and
comparing and contrasting with
personal experiences.
•
Talks with others about the ideas and
information, attends to others’
opinions, keeps a reading log, rereads parts of the text, makes notes
about key features, consults the index,
uses the contents page and diagrams,
and searches for links with personal
experience when reading more
difficult texts.
•
Adjusts reading behaviour for
different types of texts and different
purposes (eg scans information books
for selected topics, looks for keys or
symbols when reading a diagram,
examines pictures as well as the text
when reading picture books).
•
•
•
Uses a variety of self-correction
strategies to identify unknown words
in more complex texts (eg sounding
out, looking at words in context,
pausing, reading on and referring
back).
Checks features such as diagrams,
charts, maps and captions; uses
finger/voice-point when reading a
difficult section; identifies key ideas
or words in paragraphs; makes
effective notes; and translates into
own words when reading challenging
or difficult texts, including websites.
Uses different strategies for gathering
information, such as skim reading and
scanning texts (such as online
resources) in search of sub-headings,
key words or phrases; locating keys,
symbols and icons when reading
diagrams, charts, maps, captions and
graphs; using note-taking or
summarising when reviewing film
and video; listening to radio programs
or oral presentations.
OUTCOMES
2.11
Uses strategies for identifying
resources, locating information
and for reading, viewing and
critically interpreting
information from various
written and visual texts.
Id T C KC1
3.11
Selects and uses a variety of
strategies for locating and
recording information and for
reading, viewing and critically
interpreting a range of written
and visual texts.
F Id T C KC1 KC2
42
Year 3
Towards Standard 2
Students integrate several
reading/viewing strategies to
locate and compare
information, identify resources,
and meet own personal reading
goals.
Id T C KC1
relating to Outcome
2.11
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcome
3.11
Year 4
Standard 2
Year 5
Towards Standard 3
•
Makes substitutions or omissions that
maintain meaning when reading.
•
Self-corrects when reading
independently, using the above
repertoire of reading strategies in
appropriate combinations, according
to the task and text.
•
Consolidates the use of monitoring
and self-correcting reading strategies
such as re-reading, reading on and
using word identification skills.
•
Reads fluently with expression after
preparation time and practice.
•
Reads texts aloud, including poems
and scripted drama, using pitch, pause
and emphasis.
•
Reads aloud using appropriate pitch,
pause, emphasis and intonation.
•
Uses grammatical information in
shared and guided reading activities
(eg identifying adjectives and how
they add meaning to nouns).
•
Uses grammatical information in
shared and guided reading activities
(eg identifies words that show
possibility or probability, or
relationships signalled by
conjunctions).
•
Uses grammatical information in
shared and guided reading activities
as reference links (eg synonyms,
antonyms).
•
Uses a variety of graphological and
phonological strategies to respond to
text (eg using knowledge of syllables,
word families and common prefixes
and suffixes when reading).
•
Uses a variety of graphological and
phonological strategies to respond to
text (eg uses knowledge of
homonyms and contractions).
•
Uses the connections made between
personal life experiences and the texts
read/viewed/discussed to enhance
understanding of both.
•
Uses book handling and book
knowledge skills with greater
confidence (eg uses a table of
contents and index to locate
information, uses factual texts to find
information).
•
Identifies words that may help readers
to distinguish fact from opinion.
•
Locates and sorts information on a
topic from a variety of sources, such
as books, pictures, bookmarked
sections of the internet, databases,
CD-ROMs and multimedia.
•
Identifies, with support, a research
topic and selects relevant and
accurate information.
•
Identifies a research topic and selects
relevant and accurate information
with greater independence.
•
Identifies a research topic and makes
judgments about the appropriateness
of information.
•
Uses computer software to find
information (eg databases, internet).
•
•
Accesses, records and presents
information in a variety of ways.
•
Uses headings to locate information
when scanning text.
Makes predictions about texts based
on understandings of how different
texts ‘work’ (eg suggests likely
outcomes of a story, likely actions of
a character, or likely purposes of
particular illustrations or diagrams
which accompany a printed text).
2.11
Uses strategies for identifying
resources, locating information
and for reading, viewing and
critically interpreting
information from various
written and visual texts.
Id T C KC1
3.11
Selects and uses a variety of
strategies for locating and
recording information and for
reading, viewing and critically
interpreting a range of written
and visual texts.
F Id T C KC1 KC2
43
Learning Area: English
Mode: Writing
KEY IDEAS
Students compose a range of
written texts which contain
some interrelated ideas and
information about familiar
topics. They understand that
certain text types are associated
with particular purposes and
audiences and adjust writing
accordingly.
T C KC2
relating to Outcome
2.4
Students choose and compose a
range of written texts, which
explore different perspectives
about local and some global
issues. They apply an
understanding of context,
purpose and audience to their
own writing.
In T C KC2 KC3
relating to Outcome
3.4
REFER:
Concept Map p11
Texts and contexts: A range of
texts p12
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p24 for Early Years)
Strand: Texts and contexts
(refer p66 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Constructs a range of text types
collaboratively (including narratives,
procedures, responses, recounts,
descriptions and information reports).
•
Constructs a range of texts,
collaboratively and independently, for
different audiences and purposes
(including descriptions, recounts,
procedures, narratives, poems,
sequential explanations, reports).
•
Constructs a range of texts,
independently, for different audiences
and purposes (eg expositions,
reviews, recounts, historical
accounts).
•
Experiments with writing in a variety
of forms made familiar through
reading and using a framework (eg
narratives, procedures, reports,
recounts, expositions, poems,
persuasive, transactions).
•
Writes about familiar topics (eg a
report on keeping a pet) and
researched topics (eg a report on an
endangered animal following research
time).
•
Contrasts and constructs texts of the
same genre from different cultures, in
terms of structure and language
choices (eg traditional stories).
•
•
Writes for a variety of personal
reasons (eg e-mails a friend overseas,
designs a poster, makes a greeting
card, writes a shopping list).
•
Reconstructs texts to suit different
audiences, purposes and contexts (eg
writes Goldilocks and the three bears
as a news report).
•
Writes and publishes, including use
of ICTs, for a chosen audience (eg
writes letters to family and friends).
•
Engages in non-fiction writing which
shows awareness of main issues and
evidence of information gathered
from more than one source (eg
researches local council’s stance on
graffiti or government’s stance on
global warming, and writes a letter to
express an opinion).
Writes for a variety of personal and
more formal purposes (eg filling in
forms, composing letters).
OUTCOMES
2.4
Composes a range of texts that
include interrelated ideas and
information about familiar
topics and shows an awareness
of different audiences, purposes
and contexts.
T C KC2
3.4
Composes a range of texts that
include ideas and information
about familiar and some
unfamiliar topics and applies an
understanding of audience,
purpose and context.
Id T C KC2
44
Learning Area: English
Mode: Writing
KEY IDEAS
Students plan and compose,
with increasing independence,
a range of texts about familiar,
new and imaginary experience.
They demonstrate knowledge
about, and increasing control
of, language choices in written
texts.
Id T C KC3
relating to Outcome
2.8
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p25 for Early Years)
Strand: Language
(refer p67 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Uses synonyms in own writing and
discusses differences in meaning (eg
hurried, raced, rushed).
•
Uses synonyms (eg hurried, raced,
rushed) and antonyms (eg light–dark,
hot–cold) in own writing.
•
Identifies figurative language (eg
simile, metaphor) and discusses its
effect.
•
Uses titles and headings within a text
appropriately, with support.
•
Uses titles and headings appropriately
within a text, independently.
•
Uses layout appropriate to a genre (eg
sub-headings in a report, speech
bubbles in a cartoon, labelled
diagrams).
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcome
3.8
•
Explores ways in which language can
be used to influence the ways that
people see themselves, such as
writing different versions of an
advertisement to appeal to different
people.
•
Uses language in various innovative
ways (eg reverses roles and
characters, invents and describes
outrageous characters).
GRAMMAR
GRAMMAR
GRAMMAR
•
Writes simple sentences and begins to
use conjunctions to form compound
sentences.
•
Uses simple and compound sentences
and begins to experiment with
complex sentences.
•
Uses a range of simple, compound
and complex sentences.
•
Begins to use pronouns such as he,
she, it and conjunctions to link ideas.
•
Uses appropriate pronoun references
most of the time and a variety of
conjunctions.
•
Uses pronouns correctly and
effectively and uses conjunctions
appropriately.
•
Begins to use some descriptive words
(eg adjectives and adverbs).
•
Experiments with more varied
language and adverbial phrases to
express ideas and information
positively or negatively.
•
Chooses words to suit the purpose
and audience of the text (eg technical
language).
•
Uses linking words to structure text,
link ideas and give reasons (eg firstly,
secondly, or, so, when).
OUTCOMES
2.8
Uses aspects of language when
planning and composing a
range of well-structured texts
about familiar and new
experience.
Id T C KC3
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
45
Students plan and compose,
with increasing independence,
a range of texts about familiar,
new and imaginary experience.
They demonstrate knowledge
about, and increasing control
of, language choices in written
texts.
Id T C KC3
relating to Outcome
2.8
•
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcome
3.8
•
Writes with regard to the structural
elements of the genre (eg writes a
simple introduction either as a
greeting or opening statement).
Begins to use language appropriate to
a genre more independently (eg uses
action verbs in a recount, cohesive
devices such as then and next in a
narrative, some technical vocabulary,
and conjunctions such as because in
information texts).
Year 5
Towards Standard 3
Year 4
Standard 2
Year 3
Towards Standard 2
•
Writes with regard to the basic
structural elements of the genre and
its intended audience (eg writes a
detailed introduction either as a
greeting or opening statement).
•
Writes well-structured texts and welldeveloped ideas with a clear
understanding of purpose and
audience (eg writes an elaborate,
creative introduction or a detailed
opening statement; uses time
connectives in narratives—yesterday,
afterwards, later—to locate action in
time).
•
Uses language appropriate to the
genre (eg use of noun groups to build
information, modality in exposition
texts, dialogue in narratives).
•
Uses more detailed language
appropriate to the genre (eg use of
adjectival phrases/clauses to build up
characters or setting in narratives).
•
Recognises the theme of a clause to
begin the focus for information (eg
‘Kim opened the door’).
•
Identifies the theme of a clause and
experiments with changing the theme
(eg ‘The door was opened by Kim’,
‘Kim opened the door’).
PUNCTUATION
PUNCTUATION
PUNCTUATION
•
Uses common punctuation such as
full stops, capital letters, commas,
question marks and apostrophes for
contractions.
•
Uses full stops, capital letters,
apostrophes for contractions, question
marks and exclamation marks
correctly in own published writing.
•
Recognises the importance of correct
punctuation and uses it correctly in
the presentation of a published text.
•
Begins to use quotation marks for
direct speech.
•
Uses quotation marks for direct
speech.
•
Uses, with accuracy, more direct
speech (eg ‘She said, “I’d like to go
home”’) and simple reported speech
(eg ‘She said she is going home’) and
apostrophes to show ownership.
•
Writes a longer piece which is
organised according to some elements
of a wider range of genres.
•
Writes a longer piece which is
organised according to basic elements
of the genre and begins to use
paragraphs to show a change of topic.
•
Writes a longer piece which is
organised according to elements of a
genre, and attempts to use paragraphs
to show meaningful division of
information.
2.8
Uses aspects of language when
planning and composing a
range of well-structured texts
about familiar and new
experience.
Id T C KC3
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
46
Learning Area: English
Mode: Writing
KEY IDEAS
Students respond to and
express ideas and information
as they integrate several
strategies for planning,
composing and reviewing their
own writing. They draw on
knowledge of letter patterns
and letter sound relationships to
spell familiar and unfamiliar
words.
T C KC2 KC3
relating to Outcome
2.12
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcome
3.12
Band: Primary Years
Possible starting points for planning,
programming and assessing
Standards: 2 & 3
(refer p27 for Early Years)
Strand: Strategies
(refer p69 for Middle Years)
Year 3
Towards Standard 2
Year 4
Standard 2
Year 5
Towards Standard 3
•
Plans, prepares and drafts texts, with
teacher support and extensive
scaffolding of genre formats.
•
Plans, prepares and drafts texts using
modelled genre formats.
•
Plans, prepares and drafts texts more
independently, seeking support with
genre format.
•
Reflects on, with support, the purpose
and intended audience of own
writing.
•
Identifies the purpose and audience
for own writing and adjusts writing
accordingly.
•
Adjusts writing to suit the audience
and purpose after reflecting,
analysing and evaluating.
•
Researches information
collaboratively from a variety of
sources before writing, and sorts the
information using a proforma.
•
Researches information from a
variety of sources before writing,
using proformas with guide questions
and headings.
•
Researches information
independently from a variety of
sources before writing.
•
Prepares for writing by planning text
structure using proformas and
brainstorming ideas before writing
about a topic.
•
Plans writing by listing ideas,
drawing diagrams, making notes and
using graphic organisers.
•
Lists ideas, draws diagrams, makes
notes and talks constructively with
peers or teachers before writing.
•
Contributes to group writing sessions
by suggesting ideas, alternative words
and phrases, or places where
punctuation might be needed.
•
Contributes ideas to brainstorming
sessions before group or class writing
activities.
•
Reads own writing aloud and makes
corrections to clarify meaning (eg
crosses out a letter or adds a letter).
•
Reads own writing to a teacher or a
peer and responds to questions
seeking elaboration or clarification,
and deletes or add words, adds
information and re-reads work to
clarify meaning.
•
Proofreads own texts for meaning,
spelling and punctuation and selfcorrects words that do not look right.
•
Chooses, redrafts and publishes own
writing, giving it a suitable format for
a particular purpose (eg selects
writing for inclusion in a class
magazine, re-writes a letter).
•
Uses a range of drafting strategies (eg
note-taking, planning, organising
headings, writing key words, revising
draft, editing, proofreading).
•
Produces a written product within
negotiated guidelines such as the
purpose of the task, the form of the
final version, the deadline and the
approximate length required.
OUTCOMES
2.12
Uses strategies for planning,
composing and reviewing own
texts and for consistently
making informed attempts at
spelling.
Id T C KC3
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
47
Year 3
Towards Standard 2
Students respond to and
express ideas and information
as they integrate several
strategies for planning,
composing and reviewing their
own writing. They draw on
knowledge of letter patterns
and letter sound relationships to
spell familiar and unfamiliar
words.
T C KC2 KC3
relating to Outcome
2.12
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcome
3.12
•
Reviews own and peers’ writing.
•
Uses other texts as models.
Year 5
Towards Standard 3
Year 4
Standard 2
•
Seeks help when needed with own
writing (eg seeks an opinion from a
friend, uses a dictionary to find a
spelling).
•
Uses a variety of techniques when
reviewing writing (eg crossing out,
cutting and pasting, reconsidering
temporary spelling).
•
Uses a variety of references to assist
writing and editing.
•
Discusses and chooses a topic of
mutual interest, formulating questions
and offering information (eg shares in
the making of a resource book).
•
Chooses pieces of writing and
redrafts and publishes them in a
suitable format for a particular
purpose.
•
Experiments with creative
presentation of writing to engage
particular audiences (eg uses
PowerPoint to present an enterprise
project).
•
Uses computers, some software and
online resources as planning and
writing tools.
•
Uses computers, a range of software
and online resources as planning and
writing tools.
•
Uses computers, a range of software
and online resources as planning and
writing tools.
SPELLING
SPELLING
SPELLING
•
Spells high frequency words correctly
in own writing.
•
•
•
Uses most letter patterns when
attempting unknown words (eg
blends, letter combinations).
Spells most words correctly with
efficient strategies for attempting and
checking unknown words.
•
•
Identifies possible spelling errors in
own writing (eg circling or
underlining doubtful words).
Begins to use a thesaurus, including
an electronic version, to find
synonyms when writing.
Recognises errors, corrects the
spelling of common known words
and checks the spelling of some
unfamiliar words.
Uses knowledge of word meanings as
a spelling strategy.
•
Spells words containing less common
diagraphs and letter combinations.
•
Makes informed attempts at spelling,
consistently, using a multi-strategy
approach (eg has a go, sounds it out,
breaks it into syllables).
•
Uses knowledge of base words to
make new words.
•
Uses knowledge of prefixes, suffixes,
and compound words to spell
unknown words.
•
•
Uses letters or letter combinations to
represent most syllables in words.
•
Discusses strategies for spelling
difficult words.
•
Experiments with tools such as spell
check to edit work.
•
Uses spell check as one strategy for
checking spelling.
•
Uses big books, dictionaries, wall
charts and other resources to assist
with spelling, grammar and
punctuation in writing.
2.12
Uses strategies for planning,
composing and reviewing own
texts and for consistently
making informed attempts at
spelling.
Id T C KC3
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
48
Year 4
Standard 2
Year 3
Towards Standard 2
Students respond to and
express ideas and information
as they integrate several
strategies for planning,
composing and reviewing their
own writing. They draw on
knowledge of letter patterns
and letter sound relationships to
spell familiar and unfamiliar
words.
T C KC2 KC3
relating to Outcome
2.12
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcome
3.12
•
Can order alphabetically even if the
majority of the word is the same (eg
cream, creature).
Year 5
Towards Standard 3
•
Spells unknown words using visual
and phonological strategies such as
knowledge of common letter patterns
and critical features of words.
•
Recognises most misspelt words in
own writing and uses a variety of
resources for corrections, including
electronic.
HANDWRITING
HANDWRITING
HANDWRITING
•
Forms letters of the alphabet and
numerals correctly and appropriately.
•
Writes using consistent shape, size,
slope and formation of letters.
•
Maintains existing style, developing
consistency, fluency and legibility.
•
Uses lower and upper case letters of
consistent size and formation.
•
Links letters when writing.
•
•
Begins to use linked script.
Experiments with different writing
instruments, surfaces and styles to
note the effects of writing with speed.
•
Uses relaxed posture and maintains
finger movements and arm slide
during cursive script patterns.
•
Uses correct pencil grip and
maintains correct body position.
•
Practises note-taking at speed (eg
telephone messages, recorded
interviews).
2.12
Uses strategies for planning,
composing and reviewing own
texts and for consistently
making informed attempts at
spelling.
Id T C KC3
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
49
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
3.1, 3.2, 4.1, 4.2
•
REFER:
Concept Map p9
Texts and contexts: A range of
texts p12
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others
and in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p30 for Primary Years)
Strand: Texts and contexts
(refer p71 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Discusses and reports on the purpose
for listening:
- recognising spoken genres
- recalling instructions (eg how to
make or do) using appropriate
vocabulary
- paraphrasing a report, opinion,
narrative or explanation
- demonstrating comprehension of
a range of oral texts, from a
variety of media (eg poetry,
news, stories, reports, letters,
responses, legends, historical
accounts, websites).
•
Responds to spoken texts to
demonstrate understanding,
including:
- debating and discussing issues,
with teacher support (eg informal
class discussion, class meeting,
SRC report, newspaper article)
- discussing issues raised at school
and local level (eg SRC report,
articles in local paper).
•
Examines the text for its purpose:
- identifying the genres by
clarifying purpose and structure
(eg narrative, recount,
exposition)
- paraphrasing and critiquing a
heard text concluding with own
opinion and suggesting further
issues to be considered (eg letter
to the editor, recount of a debate).
Responds to spoken texts to further
clarify meaning, including:
- debating issues, with reduced
teacher support (eg online texts,
TV reports, formal class debate)
- discussing issues raised on
television and on chatlines.
•
•
Listens to a range of texts to analyse
and compare ideas and opinions, and
identify points of view (eg poetry,
song lyrics, talk-back radio,
advertisements, speeches, recorded
interviews).
Listens to a range of texts to:
- obtain information or knowledge
- enter a conversation with an
individual or in a group
- develop skills in supportive
listening
- clarify personal values or beliefs
- consider the way texts are
structured for effect (eg poetry,
music, jokes)
- clarify meaning by asking
relevant questions.
OUTCOMES
3.1
Listens to a range of texts to
develop ideas, identify
diversity of opinion and to
consider the appropriateness of
context, purpose and audience.
T C KC2
3.2
Produces a range of spoken
texts about topics and events of
personal and community
interest, for school and wider
community contexts and
audiences.
In T C KC2
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
50
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
3.1, 3.2, 4.1, 4.2
•
Develops a critical understanding,
recognising that others have different
perspectives/points of view.
•
Listens to reports from a range of
media and different perspectives,
including:
- current events—as a reporter, a
person involved, an onlooker—to
examine objective and subjective
viewpoints
- school issues—teacher, student,
parent perspectives; younger or
older student perspectives;
gender perspectives
- peer mediation—yard issues,
class issues
- class meetings—with attention to
roles and procedures.
•
Year 8
Standard 4
Year 7
Towards Standard 4
Year 6
Standard 3
•
Demonstrates critical understanding
and contributes own point of view,
using:
- current events—examining
stereotypes/bias within texts and
peer and own responses,
classifying reporting as objective
or subjective
- shared texts—considering
author’s viewpoint, and own and
others’ perceptions.
Interviews a range of people or
students on school or community
issues.
•
•
Interprets a variety of text types for
meaning (eg stories, legends, myths,
fables, traditional stories, television
reports, radio reports).
•
Interprets a variety of texts for
purpose and effect including stories,
legends, myths, fables and traditional
stories.
•
Evaluates the effectiveness of the
delivered text (eg using a proforma to
evaluate oral presentation including
appropriateness of context,
vocabulary, length and delivery).
•
Evaluates and assesses an oral
presentation using a teacher, group or
self-generated proforma, including
appropriateness of context,
vocabulary, length, delivery and
supporting materials.
Interviews a range of people on
community or global issues (eg online
experts).
•
Considers how listeners of different
backgrounds and abilities might
respond to the same text.
3.1
Listens to a range of texts to
develop ideas, identify
diversity of opinion and to
consider the appropriateness of
context, purpose and audience.
T C KC2
3.2
Produces a range of spoken
texts about topics and events of
personal and community
interest, for school and wider
community contexts and
audiences.
In T C KC2
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
51
Year 6
Standard 3
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
3.1, 3.2, 4.1, 4.2
•
Produces a range of spoken texts
about topics, events and issues of
personal and community interest for
school and community audiences,
including:
- contributing to a class meeting or
discussion (eg class procedures,
rules)
- making a formal oral
presentation (eg greeting guests,
addressing assembly, speaking to
SRC)
- participating in a class debate
giving opinions and reasons
- reporting on research topics
- sharing own writing with the
class
- composing a dramatic script with
agreed structures and framework
- delivering short impromptu
speeches (eg news, courtesies,
opinions).
Year 8
Standard 4
Year 7
Towards Standard 4
•
Produces a range of spoken texts
about topics, events and more
complex issues of personal,
community and global interest, and
adjusts speaking for a wide range of
audiences, including:
- formal greetings, introductions
and votes of thanks to visitors or
guest speakers, referring to
speaker’s presentation
- presentations at assemblies
(demonstrating leadership),
parent groups, other classes, for
new staff
- contributions to class meetings or
leading class meetings
- discussions with supportive
evidence
- formal debates
- formal presentations within an
area of study or interest
- group or individual dramatic
scripts with some support
regarding genre
- impromptu speeches of greater
length.
•
•
Produces a range of formal and
informal spoken texts about topics,
events and complex issues of
personal, community and global
relevance, considering form, purpose,
context and audience; for example,
when:
- acting as a tour guide, dealing
with a range of community
members
- responding to guest speakers,
thanking them and reflecting on
detail and content of the
presentation
- introducing speakers, giving
biographical detail presenting
information to peers, primary
students or parents
- presenting a dramatic monologue
- participating in school
committees such as SRC
- participating in informal debates.
Communicates in a variety of familiar
contexts and roles, following
appropriate conventions for the
situation (eg the class group, small
groups, one-to-one).
3.1
Listens to a range of texts to
develop ideas, identify
diversity of opinion and to
consider the appropriateness of
context, purpose and audience.
T C KC2
3.2
Produces a range of spoken
texts about topics and events of
personal and community
interest, for school and wider
community contexts and
audiences.
In T C KC2
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
52
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
3.5, 3.6, 4.5, 4.6
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p32 for Primary Years)
Strand: Language
(refer p74 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Discusses and analyses spoken
language by:
- recognising that language varies
according to context (eg home,
school, classroom, recreation,
formal speech presentations,
cultural group meetings)
- responding to aspects of text
organisation, decoding text and
subject specific vocabulary and
expressions (eg scientific,
environmental, health,
mathematical, colloquial terms)
- interpreting texts and
understanding links between
written, visual and spoken
material (eg follows oral
instructions to draw a course on a
treasure or orienteering map)
- interpreting grammatical
conventions in spoken texts (eg
identifies difference between
direct and indirect speech).
•
Analyses and evaluates specific
aspects of spoken language by:
- recognising that language varies
according to audience and
purpose (eg reporting styles used
for news, documentaries, visual
and non-visual entertainment)
- responding to and using aspects
of text organisation (eg examines
text for consistent use of
conjunctions and reference items
to maintain fluency)
- analysing critically all texts (eg
examines whether sound effects
and music link to the visual
content in video or TV texts)
- interpreting grammatical
resources in spoken texts (eg
listens for evidence of confidence
in tone and expression of
speaker)
- responding to and using
expressive conventions of
language (eg shows awareness
and use of appropriate
punctuation for questions,
exclamations and pauses when
transcribing speech).
•
•
•
Selects appropriate, precise
vocabulary (eg subject specific terms)
and expression for the context,
including:
- formal—inclusive, noncolloquial
- informal—able to use language
in social settings to engage peers
in relationships
- negotiating
- building and maintaining
relationships.
Uses text connectives to sequence (eg
firstly, to sum up), contrast (eg on the
other hand, however), clarify (eg in
other words, for example), show
cause (eg therefore, as a result) and
add information (eg in addition,
moreover).
Uses quotations, and imagery to
clarify and enhance communication.
OUTCOMES
3.5
Discusses and analyses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
T C KC1 KC2
3.6
Selects and uses most aspects
of language when producing a
variety of spoken texts
appropriate for a wide range of
school and community
audiences.
Id T C KC2
4.5
Evaluates specific aspects of
spoken language when listening
and responding to texts in a
wide range of contexts.
T C KC1
4.6
Controls and adjusts most
aspects of language when
producing a variety of spoken
texts for a wider range of
school and appropriate
community audiences.
Id T C KC2
53
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
3.5, 3.6, 4.5, 4.6
•
Selects and uses varied and
appropriate language to suit target
audience by:
- being aware of the need to use
inclusive language
- using context sensitive (setting)
language and culturally
appropriate discourse
- using conventions and titles
- using standard English in formal
settings.
•
Demonstrates understanding of
organisation of spoken texts through
an awareness of:
- cues and reasons for their use
- genre structure (eg introduction,
body of text, conclusion)
- emphases (eg pauses and
repetition).
•
•
Produces multimodal texts, showing
awareness that language needs to be
modified according to mode of
presentation and refined to suit the
time, setting and medium (eg being
aware that taped instructions need to
be more explicit than when given by a
live presenter who can clarify).
•
Produces multimodal texts for a wider
audience, showing greater awareness
that language needs to be modified
according to mode of presentation (eg
presentation using audiotape only
compared to using video).
•
Draws on language for effect by
using cliches, metaphors, similes and
topic related vocabulary.
•
Uses correct language structure to suit
context and audience, including use
of:
- consistent tense, pronouns, links
and conjunctions
- topic specific terms.
•
Year 8
Standard 4
Year 7
Towards Standard 4
Year 6
Standard 3
Controls and adjusts varied and
appropriate language to suit a greater
variety of audiences, experimenting
and using appropriate language to suit
different contexts better, including:
- selecting context appropriate
vocabulary
- using inclusive language
- choosing to use formal
expression when appropriate
- using informal structures in less
formal settings with purpose or
for effect.
•
Analyses the language and tone to
identify the intended audience of
spoken texts.
•
Identifies the way language reflects
different social contexts and groups
(eg surfies, bikies, skateboarders,
gamers).
Demonstrates understanding of
organisation of spoken text by
effectively using cues and
understanding their function, and
using genre structure (eg introduction,
extended body of text, conclusion or
summary linking to thesis).
•
•
Uses genre structure (eg in an
argument starts with thesis, including
position and preview, followed by
argument(s) with points and
elaborations followed by reiteration
of the thesis).
3.5
Discusses and analyses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
T C KC1 KC2
3.6
Selects and uses most aspects
of language when producing a
variety of spoken texts
appropriate for a wide range of
school and community
audiences.
Id T C KC2
4.5
Evaluates specific aspects of
spoken language when listening
and responding to texts in a
wide range of contexts.
T C KC1
4.6
Controls and adjusts most
aspects of language when
producing a variety of spoken
texts for a wider range of
school and appropriate
community audiences.
Id T C KC2
Evaluates how the elements of
language (eg puns, colloquialisms and
anecdotes) are used in texts to
influence listeners.
54
Year 7
Towards Standard 4
Year 6
Standard 3
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
3.5, 3.6, 4.5, 4.6
•
Uses a variety of language to express
meaning or intent.
•
Attempts to clarify to the audience
opinions, views and ideas.
•
Uses paralinguistic features to
enhance communication, including:
- discussing reasons for gestures
and using gestures to enhance
and clarify spoken text
- using body language effectively
to reinforce and clarify intent of
message or idea
- showing awareness of own facial
expression when presenting
- showing awareness of body
position for positively engaging
audience.
•
•
Uses emotive language in context.
Uses paralinguistic features to
enhance communication and to clarify
spoken text, including:
- deliberately choosing and using
gestures
- having effective control of body
language
- considering appropriate facial
expression
- engaging audience with
appropriate body positioning.
Year 8
Standard 4
•
Uses words and phrases to convey
probability and authority (eg it’s
obvious that, it’s probable that) and to
position listeners.
•
Uses personal anecdotes, where
appropriate, to illustrate and support
points of view.
•
Identifies and understands the
connections between body language,
gestures and posture with content and
purpose.
3.5
Discusses and analyses aspects
of spoken language when
listening and responding to
texts in a range of contexts.
T C KC1 KC2
3.6
Selects and uses most aspects
of language when producing a
variety of spoken texts
appropriate for a wide range of
school and community
audiences.
Id T C KC2
4.5
Evaluates specific aspects of
spoken language when listening
and responding to texts in a
wide range of contexts.
T C KC1
4.6
Controls and adjusts most
aspects of language when
producing a variety of spoken
texts for a wider range of
school and appropriate
community audiences.
Id T C KC2
Assessment Reflective Question:
Do I actively support learners in
their provision of constructive
feedback to their peers?
55
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10, 4.9, 4.10
•
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p34 for Primary Years)
Strand: Strategies
(refer p76 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Discusses and uses a variety of
strategies for listening to summarise
viewpoints in a range of spoken texts,
and perceives non-verbal behaviour
(eg gestures, looking for consistency
with spoken message).
•
Responds to spoken texts to
demonstrate understanding by:
- questioning a speaker in order to
obtain further information (eg
using Question Matrix, Q cubes,
CAMPER—refer glossary)
- discussing in pairs and small
groups to clarify issues and
develop understanding
- exploring and discussing
strategies, showing awareness of
different audiences, settings and
situations (eg dramatising a text;
utilising technical vocabulary of
live, video and audio
presentations).
•
Compares and uses a variety of
strategies for listening critically with
attention to differing perspectives and
a range of spoken texts by:
- demonstrating critical listening
(eg reflecting on tone of voice
augmenting the content of the
text)
- interpreting meaning of spoken
text (eg making notes).
•
Responds to spoken text to further
clarify meaning by:
- questioning a speaker to ascertain
intent and to enable elaboration
- structuring questions to obtain
precise information or specific
detail not in the original text (eg
using Question Matrix).
•
Selects listening strategies
appropriate to purpose such as:
- listening for key words and
structural cues to identify main
points (eg in an argument with
supporting evidence)
- using tools such as Y charts and
mind-maps to record information
and make connections
- recognising verbal and nonverbal clues as entry points to a
discussion.
Identifies the speaker of texts as well
as the intended audiences by asking
questions such as:
- Who is the speaker?
- What does the language tell us
about the speaker?
- Who is the intended audience?
•
Practises use of the following
strategies to demonstrate ongoing
engagement with the speaker:
- eye contact
- clarifying
- note-taking, using checklists and
proformas.
•
Listens for pleasure or appreciation.
OUTCOMES
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing, presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
56
Year 6
Standard 3
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10, 4.9, 4.10
•
•
•
Plans a peer evaluation of an oral
presentation (eg use of peer observer
reports using class or peer-generated
checklists).
Evaluates own performance by:
- reflecting on audience response
- making suggestions for
improvement
- sharing ideas for effective
delivery methods.
Selects and uses appropriate
technologies as sources of spoken
texts (eg tapes, radio, TV, video, CDROM).
Year 8
Standard 4
Year 7
Towards Standard 4
•
Plans a peer evaluation to assess an
oral presentation (eg using an
assessment rubric that includes a
review of genre structure, purpose,
audience awareness, language, time,
and volume).
•
Evaluates performance, using
strategies such as using notes in group
discussion/feedback to
compare/contrast interpretations.
•
Evaluates own performance by:
- reflecting on audience response
after seeking clarification
- actively seeking input to improve
own performance
- using checklists
- trialling a range of presentation
techniques/methods
- using rubrics.
•
Comments on effectiveness of timing,
volume, tone, pacing and body
language, and adjusts these to
enhance presentation.
•
Monitors audibility, enunciation and
timing (eg by asking for feedback
from peers).
•
Uses peer and teacher support to
develop oral presentations.
•
•
Uses enterprise skills—refer to
Glossary, to formulate a checklist for
peer evaluation.
Evaluates own and others’ recorded
performances.
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing, presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
•
Selects and uses a variety of strategies
for planning, composing and
presenting texts.
•
Uses supporting materials and
equipment appropriate to the topic (eg
overheads, charts, posters, models,
CD-ROMs, webpages, PowerPoint).
•
Uses supporting materials and
resources relating to the topic and
tailored to target audience, but with
greater independence (eg tape, radio,
video, television, posters, webpages,
PowerPoint).
•
Uses supporting material, including
multimodal texts, to enhance
communication by providing the
appropriate format (eg PowerPoint,
filming of oral presentations, posters,
black/whiteboards).
•
Plans, prepares and presents an
independent text with teacher support
and rehearsal time to adjust timing,
volume, tone, pace and body
language.
•
Plans, prepares and presents with
adjustment an independent
construction of text within a defined
genre, including use of cue cards.
•
Uses cue cards containing key points.
•
Uses extensive rehearsal and teacher
guidance.
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
57
Year 6
Standard 3
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
3.9, 3.10, 4.9, 4.10
•
Year 7
Towards Standard 4
Participates effectively in preparing a
group spoken text, including:
- sharing ideas and contributing to
the group
- collaborating to prepare and
present scripts, assembly items,
media reports and reviews.
•
Participates effectively, with aspects
of conciliation, in preparing a group
spoken text, including:
- sharing ideas, taking
conversational turns with
sensitivity to different
perspectives
- accepting different viewpoints
and personalities
- acting as mediator between
parties with opposing viewpoints,
using problem-solving models
(eg POOCH—Problem, Options,
Outcome, Choice, How did it
go?).
Year 8
Standard 4
•
3.9
Uses and discusses a variety of
strategies for listening
attentively to summarise
alternative viewpoints in a
range of spoken texts.
T C KC2 KC6
3.10
Selects and uses a variety of
strategies for planning,
composing, presenting and
evaluating spoken texts for an
increasing range of community
audiences.
Id T C KC3 KC6
•
Assessment Reflective Question:
Have I engaged my learners in
establishing the criteria for
success?
Uses group discussions to develop
and extend ideas and negotiate
understanding (ie uses talking to
learn).
•
Practises speaking to a range of
audiences from small groups to,
where possible, whole community
groups.
Responds to, interprets, analyses and
reflects on a range of texts (eg poetry,
novels, speeches) by:
- role-playing
- running mock debates and class
meetings
- negotiating tasks
- working in groups.
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
58
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcomes
3.3, 4.3
REFER:
Concept Map p10
Texts and contexts: A range of
texts p12
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p37 for Primary Years)
Strand: Texts and contexts
(refer p79 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
•
Reads fiction texts individually for
enjoyment, developing personal tastes
and interests.
•
Reads fiction texts individually for
enjoyment, extending personal tastes
and interests.
•
Reads and views a range of texts
containing ideas about or issues of
social or cultural interest and
containing more complex structures
and language features which permit a
variety of interpretations, including:
- fiction about social issues and
own interests (eg poems, legends,
traditional stories, short stories,
film and television, historically
based fiction, comics, online
resources)
- non-fiction (eg biographies,
letters to the editor, webpages,
CD-ROMs, historical accounts).
•
Reads and views a range of texts
containing multiple social and
cultural perspectives which enable
personal and diverse understandings
of the contemporary world, including:
- fiction about social issues and
own interests (eg poems from a
different era and culture,
translated works, traditional
stories, legends, science fiction,
films, online resources)
- non-fiction (eg biographies,
letters to the editor, webpages,
CD-ROMs, historical accounts
examining a point of view or
exploring a specific topic).
•
Identifies and analyses, with teacher
support, ideas, values and beliefs
about abilities, gender, race and
culture embedded in texts.
•
Identifies and analyses, with greater
independence, ideas, values and
beliefs about abilities, gender, race
and culture embedded in texts.
•
Begins to pose critical questions
about popular beliefs and positioning
of groups of people portrayed within
texts.
•
Poses critical questions about popular
beliefs and positioning of groups of
people portrayed within texts.
•
Recognises that the way readers and
viewers interpret texts is influenced
by the knowledge and values of the
groups to which they belong, and by
their own experiences.
Assessment Reflective Question:
Do I actively support learners in their sharing
of knowledge and experiences with others?
•
Reads and views a range of shared
and individually selected texts for
enjoyment and for challenging and
extending personal tastes and interests
(eg literature, media and everyday
texts containing multiple social and
cultural perspectives).
•
Reads and views texts about daily
life, school and work to extend
understandings of the contemporary
world.
•
Reads and views fiction and nonfiction texts including information
and arguments to:
- support learning
- gain pleasure
- obtain information.
•
Considers and shares understanding
of contextual aspects of texts,
including:
- the intended audience
- readability
- text genres
- purpose
- bias.
Connects themes in written and visual
texts with own experiences, beliefs
and values.
•
OUTCOMES
3.3
Reads and views a range of
texts containing some ideas and
issues of social/cultural interest
and more complex text
structures and language
features and explains possible
reasons for different
interpretations of texts.
In T KC1
4.3
Reads and views a range of
texts containing multiple social
and cultural perspectives and
examines personal and diverse
understandings of the
contemporary world.
In T KC1
59
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcomes
3.7, 4.7
•
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p40 for Primary Years)
Strand: Language
(refer p81 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Recognises that genres are organised
in a distinctive format (eg a narrative
has orientation, complication(s),
resolution(s), evaluation, and
reorientation).
Recognises the connection between
composition and purpose of texts.
•
Understands there is a link between
the genre and the organisation of the
text (eg an exposition has thesis,
preview, argument(s), elaboration(s),
and restatement of thesis).
•
Understands and can make
connections between composition and
purpose of texts.
•
Interprets texts through
deconstruction (eg identifies causes
and effects in information texts, the
position in an argument and the key
points and evidence supporting the
argument).
GRAMMAR
GRAMMAR
•
•
Recognises that different genres have
typical grammatical patterns (eg
action verbs in recounts).
Understands there is a link between
the genre and the language used (eg
expanded noun groups in reports;
•
Reads non-fiction everyday texts, and
examines the structure and language
(eg diaries, journals, instructions, text
messaging, e-mails, notes, formal
letters, minutes of class meetings,
instruction booklets, newspapers,
magazines and e-magazines).
•
Reads and views non-fiction texts (eg
documentaries, biographies, memoirs,
webpages, news reports, chat shows)
considering the structure in relation to
purpose and language, including:
- voice-overs
- interviews
- subtitles
- text boxes on a screen
- sound effects and music.
•
Considers language, demonstrating
understanding that there is a link
between genre and language use,
including:
- sentence length and complexity
(eg short sentences and active
voice when making statements,
long sentences and passive
voice/descriptive passages when
giving detail)
- development and maintenance of
tone and mood
- punctuation (eg use of
apostrophes, direct/indirect
speech, dashes, colons,
OUTCOMES
3.7
Identifies and analyses features
of written language and visual
images when reading and
viewing independently a range
of texts about familiar and
unfamiliar topics.
T C KC1
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
60
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcomes
3.7, 4.7
Year 8
Standard 4
Year 7
Towards Standard 4
Year 6
Standard 3
cohesive devices such as finally,
meanwhile, so, though, but, however,
to signal relationships between ideas
in narratives).
•
•
Recognises that the grammatical
structures create the message within
the text (eg verbs for thoughts,
feelings and behaviour of characters).
•
Understands the need for specific
terms (eg appropriate terms, precise
descriptors, adjectives and adverbs) to
enhance description.
•
-
Understands that the grammatical
structures create the message within
the text (eg use of modality to express
lack of certainty).
Understands the need for specific
terms (eg appropriate terms, precise
descriptors, adjectives and adverbs,
adjectival and adverbial phrases) to
enhance description.
•
semi-colons, full stops, commas,
exclamation marks)
spelling conventions (eg use of
abbreviations, acronyms and
emoticons in SMS and other
messaging)
typography (eg font style, size,
positioning on the page)
incorporation of visual elements.
Reads fiction texts, considering the
structure before focusing on
language, including novels, short
stories, poetry, scripts, diaries,
journals, websites, e-magazines.
3.7
Identifies and analyses features
of written language and visual
images when reading and
viewing independently a range
of texts about familiar and
unfamiliar topics.
T C KC1
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
Structure to consider:
- plot (eg storylines: development
of suspense through conflict,
climax points of action,
resolution) and sub-plot, where
applicable
- characters (eg main, minor, and
the interplay between characters
as well as change and
development)
- setting—time and place
- themes—the writer’s main
message
- narrative point of view and its
significance, who is telling the
story.
Language to consider:
- degree of formality (eg formal,
colloquial language)
- everyday (eg non-technical,
technical language)
- figurative language (eg
personification, similes and
metaphor)
- sound devices (eg alliteration,
61
Year 7
Towards Standard 4
Year 6
Standard 3
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcomes
3.7, 4.7
Year 8
Standard 4
onomatopoeia, puns, rhyme and
rhythm).
•
Analyses features of texts and their
role in communicating purpose (eg
camera angle, picture size, layout, use
of graphs, diagrams, hyperlinks,
sound).
PUNCTUATION
PUNCTUATION
•
•
Understands the function of
appropriate punctuation such as
commas, full stops, exclamation
marks, question marks and speech
marks.
Understands the function of
appropriate punctuation, observing it
when reading aloud (eg commas, full
stops, exclamation marks, question
marks, colons, semi-colons).
Assessment Reflective Question:
Have I provided time for learners
to analyse and evaluate the
feedback they are given?
•
Views visual fiction texts, considers
the structure of the visual aspects of
the text, before focusing on the
accompanying language (eg films,
television dramas, soap operas,
multimedia texts and advertisements).
Structure to consider:
- plot and sub-plot, as for written
texts
- characters, including actor
characteristics such as physical
features and what they bring to
the role
- wardrobe—costume, hair and
make-up
- narrative point of view—the role
of the camera in telling the story
- setting—time and place
- theme—director’s main
messages
- cutting—what is left in the film
- editing—the length of shots and
scenes to pace the film.
Language to consider:
- camera use—angles, position,
shot type, movement
- technical effects—music,
dialogue, sound, lighting
- visual symbols (eg open window
to suggest freedom, bridge to
indicate a journey to a new
place).
3.7
Identifies and analyses features
of written language and visual
images when reading and
viewing independently a range
of texts about familiar and
unfamiliar topics.
T C KC1
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
62
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcomes
3.11, 4.11
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p42 for Primary Years)
Strand: Strategies
(refer p85 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Discusses plot, characters,
atmosphere, suspense and setting.
•
Discusses points of view,
characterisation, use of imagery, and
development of atmosphere.
•
Maps plot structure, listing the
features of the type of text.
•
Develops character portraits
indicating the accumulation of
information about characters as the
text unfolds.
•
Selects and uses a variety of
strategies for locating and recording
information through reading and
critically interpreting a range of
written and electronic fiction and
non-fiction texts.
•
Controls, adjusts and compares a
variety of strategies for locating and
recording information through
reading and critically interpreting a
range of fiction and non-fiction texts
for specific purposes.
•
Remembers content by:
- constructing a timeline of events
- answering factual questions (eg
about character, plot, setting)
- listing characters, events and
settings
- keeping a log book.
•
Remembers content by:
- answering questions with
interpretation
- constructing a chronology for a
character or event
- describing in detail a particular
character or event.
•
•
Demonstrates an understanding of the
four roles of the reader described by
Freebody and Luke:
- Code breaker
- Text participant: participating in
meaning of texts
- Text user: using texts
functionally
- Text analyst: critically analysing
and transforming texts.
Demonstrates understanding of texts
by, for example:
- participating in quiz show games
- developing a timeline
- storyboarding scenes
- prepares visual representations
- completes cloze exercises.
OUTCOMES
3.11
Selects and uses a variety of
strategies for locating and
recording information and for
reading, viewing and critically
interpreting a range of written
and visual texts.
F Id T C KC1 KC2
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
63
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcomes
3.11, 4.11
•
•
Year 8
Standard 4
Year 7
Towards Standard 4
Year 6
Standard 3
Understands content by:
- retelling a section of a novel or
paraphrasing a factual report
- identifying or naming the main
characters or ideas
- visually recounting (eg
storyboard of text, illustration of
main event, cartoon sequence)
- explaining how, when, where or
why an event occurred
- mapping the setting
- formulating questions for group
discussion (eg closed, openended forms).
•
Applies knowledge by:
- creating a diorama to illustrate an
event
- writing an acrostic poem
- making a poster to advertise the
text
- making a collage of words and
pictures based on a novel or
factual text
- classifying the characters into
specific types (eg humorous,
serious, conventional, good, bad)
- exploring, with teacher
assistance, the range of points of
view within the text and
examining whose views are
represented and whose are
precluded.
•
Understands content by:
- paraphrasing the story or text
- analysing characters
- visually recounting (eg slide
show)
- comparing or contrasting two
characters
- explaining why an event
occurred
- making a story map of a text
- formulating questions for group
discussion (eg interpretive or
open-ended form).
•
Applies knowledge by:
- making a board game based on
the text
- re-writing the text in a simple
form for young children
- re-writing the text as a dramatic
script
- re-writing a scene to show it
from a different character’s
perspective
- describing feelings about the
major issues/characters
- comparing others’ response to
text
- constructing a sociogram of the
characters’ relation to each other.
•
Explores texts by, for example:
- keeping a diary/journal as a
character
- creating a newspaper article
relevant to the text
- writing a script for an imaginary
scene between two main
characters
- writing letters as a character
- retelling the story from another
point of view
- condensing the story to an
imposed word limit (eg 100
words)
- making presentations relevant to
the text—oral, multimedia,
posters, brochures
- participating in class/small group
discussions on elements of text.
3.11
Selects and uses a variety of
strategies for locating and
recording information and for
reading, viewing and critically
interpreting a range of written
and visual texts.
F Id T C KC1 KC2
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
Applies knowledge by:
- re-writing the plot in other genres
- writing a prequel or sequel
- adding new elements to the text
- storyboarding a scene of a text
- building character portraits using
their own words
- writing dialogue or providing
music for a scene of a visual text
(eg watching the scene without
sound and then writing the
dialogue, then comparing written
with original and discussing the
visual clues that led them to
believe what was being said)
- connecting texts by comparing
and contrasting characters and
plots in short stories, visual texts
and poems
- answering simple interpretive
questions.
64
Year 6
Standard 3
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcomes
3.11, 4.11
•
•
Year 8
Standard 4
Year 7
Towards Standard 4
Evaluates the text by:
- suggesting improvements or
changes to the text, its ending or
the characters
- listing and discussing issues or
moral dilemmas arising from the
text
- writing to the author explaining
what they liked or disliked in the
text
- rating texts, recommending
viewer age or profile.
•
Utilises some of the following
strategies:
- silent sustained reading
- guided reading
- reading a class/group novel
- reading contracts
- aural and reading comprehension
- personal reading records/log
books
- reading journal
- reading aloud for a variety of
purposes (eg to younger students,
small audience, the class)
- reading and recording onto audio
tape
- borrowing from resource
centre/library (independent
selection of texts).
•
Evaluates the text by:
- justifying or criticising the
motives of a character
- creating a list of criteria for
judging the text
- selecting and debating a major
issue arising from the text
- comparing and contrasting a
character’s lifestyle to their own
- evaluating the usefulness of the
text for its intended purpose.
•
Utilises some of the following
strategies:
- silent sustained reading
- guided reading
- reading a class/group novel
- reading contracts
- aural and reading comprehension
- personal reading records/log
books
- reading journal
- reading aloud for a variety of
purposes (eg to younger students,
assemblies, SRC, public address)
- reading and recording onto audio
tape
- borrowing from a resource
centre/library, selecting texts
independently and managing
time and requirements for
assignments.
•
Synthesises knowledge by utilising
some of the following strategies:
- proposing alternative endings for
the text and demonstrating an
understanding of how this may
alter themes
- communicating the themes of the
text in another way, using
another medium
- identifying a set of elements for
a specific genre (eg westerns,
science fiction, humour)
- identifying elements of
stereotypical characters (eg hero
and heroine).
•
Negotiates with the whole class or in
groups to explore current, past and
future social issues and cultural
perspectives presented by a range of
fiction and non-fiction texts.
Evaluates texts by:
- writing in a directed reflective
journal, focusing on techniques
of the written and visual texts
and how they affect the reader or
viewer
- writing a letter to a peer about a
text they have read or viewed
- composing a critical review of
texts for publication (eg for
SAETA Newsletter, classroom
use, cross-age tutoring)
- discussing in small groups the
constructions of gender, race and
social class in the world of the
text compared with their own.
3.11
Selects and uses a variety of
strategies for locating and
recording information and for
reading, viewing and critically
interpreting a range of written
and visual texts.
F Id T C KC1 KC2
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
65
Learning Area: English
Mode: Writing
KEY IDEAS
Students choose and compose a
range of written texts which
explore different perspectives
about local and some global
issues. They apply an
understanding of context,
purpose and audience to their
own writing.
In T C KC2 KC3
relating to Outcomes
3.4, 4.4
REFER:
Concept Map p11
Texts and contexts: A range of
texts p12
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p44 for Primary Years)
Strand: Texts and contexts
(refer p88 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
•
Composes a range of texts identifying
and incorporating text features (eg
recount, narrative, procedure, report,
exposition, explanation).
•
Composes a range of texts
incorporating text features (eg
recount, narrative, procedure, report,
exposition, explanation).
•
Composes a range of text forms and
experiments text features, various
perspectives and writing for a wider
audience.
•
Explores persuasive texts, in
particular, including:
- advertisements
- letters to the editor (eg of
complaint, of application, to
promote an idea)
- speech scripts (eg for a school
role such as traffic monitor,
library monitor, chairperson)
- pamphlets, reviews (eg of books,
films, excursions)
- summaries with evaluative
statements.
•
Explores how texts are altered to suit
different audiences, including letters
written for different audiences (eg
writes to a newspaper, a member of
parliament, a local councillor and
tourist operators about saving the
River Murray).
•
Demonstrates knowledge of written
text conventions and context and the
ability to adapt to purpose and
audience.
•
Writes to explore unfamiliar topics
(eg school activities, favourite
products, new interest topics, films,
books, websites, local issues,
leadership roles, media issues,
environmental issues).
•
Writes to explore local or global
issues and topics (eg community
facilities, recreation, sporting and
cultural events, environmental issues,
conflict, politics).
•
Demonstrates knowledge of written
text conventions and awareness of
context, purpose and audience when
writing for less familiar audiences,
real or imagined.
•
Writes showing awareness of a range
of perspectives within the school and
local community (eg writes about a
local or school issue from the
perspective of a reporter, an advocate,
a consumer, a class representative).
•
Writes showing awareness of a wider
range of perspectives at the
community, regional and state level
(eg writes on the topic of saving the
River Murray from the perspective of
a tourist operator, conservationist,
irrigator, recreational user, domestic
water user).
•
Writes with increasing skill from both
subjective and objective points of
view (eg clearly presents both sides of
an argument on drug issues).
OUTCOMES
3.4
Composes a range of texts that
include ideas and information
about familiar and some
unfamiliar topics and applies an
understanding of audience,
purpose and context.
Id T C KC2
4.4
Composes a range of texts that
include detailed information
and explore different
perspectives about a range of
issues and adjusts texts for
particular audiences, purposes
and contexts.
Id C KC2
66
Learning Area: English
Mode: Writing
KEY IDEAS
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcomes
3.8, 4.8
•
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p45 for Primary Years)
Strand: Language
(refer p90 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
Selects and uses a variety of language
elements and displays these by:
- sequencing events
- using headings
- using paragraphing, logically
ordered and with increasing
complexity
- using topic sentences to
foreground the point of each
paragraph
- using topic appropriate
vocabulary
- using synonyms and antonyms,
including the use of suffixes and
prefixes
- introducing items to support or
add to text (eg graphical
elements, cliches, proverbs).
•
Selects and uses a variety of
sophisticated language elements and
displays these by:
- sequencing events with greater
detail and including some
evaluative comments on events
- using chapters and sub-headings
and creating thoughtful,
motivating headings
- using paragraphing with elements
to ensure cohesiveness (eg hence,
subsequently, initially, soon
after)
- including quotations,
acknowledgments and footnotes
- varying sentence beginnings with
emphasis on gaining and
retaining audience attention
- embedding specialised
vocabulary
- using synonyms and antonyms,
including the use of suffixes and
prefixes
- drawing on language for effect
by using cliches, metaphors and
similes
- introducing items to support or
add to text (eg graphical
elements, idiom, palindromes).
•
Selects and uses a variety of
sophisticated language elements and
displays these by:
- sequencing multiple events with
greater detail
- using a variety of correctly
structured paragraphs
- using sentences of varying length
and complexity for effect
- increasing range of vocabulary
and words spelt correctly
- using similes, metaphors and
other imagery, colloquial
language, puns, and a variety of
conjunctions
- using nominalisation, to move
from writing in the spoken mode
to writing in a more technical
mode
- using a variety of ways to
indicate time (eg change of tense)
- using dialogue to construct
relationships between characters
and to further the narrative
- using appropriate language to
create tone, mood and
atmosphere and/or to argue,
persuade and convey
information.
OUTCOMES
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
4.8
Controls and adjusts most
aspects of language when
planning and composing an
extensive range of written and
multimedia texts on different
themes and issues.
T C KC3 KC7
67
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcomes
3.8, 4.8
Year 8
Standard 4
Year 7
Towards Standard 4
Year 6
Standard 3
GRAMMAR
GRAMMAR
•
Attempts to maintain consistent tense.
•
Maintains consistent tense.
•
Maintains consistent person (ie first
or third).
•
Uses complex sentences to link ideas
and enhance meaning.
•
Uses statements, questions,
commands and exclamations.
•
Uses statements, questions,
commands and exclamations.
•
Combines clauses to form more
complex sentence structures.
•
Combines clauses to form more
complex sentence structures.
•
Uses a range of conjunctions.
•
Demonstrates subject–verb
agreement.
•
Uses subject–verb agreement.
•
Uses a variety of pronouns.
•
Uses a variety of pronouns.
•
Shows appropriate use of reference
items (eg those/these/that).
•
Shows appropriate use of reference
items (eg those/these/that).
•
Uses comparative forms of adjectives.
•
Uses comparative forms of adjectives.
•
Uses adverbs and adjectives to
enhance meaning.
•
Uses extended noun groups, adverbial
and adjectival phrases and clauses to
clarify and enhance meaning.
PUNCTUATION
PUNCTUATION
•
Uses common punctuation with
accuracy.
•
•
Uses direct and indirect speech.
•
Uses language to create aesthetic
texts, showing increasing familiarity
with figurative expression (eg poetry,
lyrics).
•
Consolidates and extends ability to:
- use consistent tense
- use a variety of complex
sentences to communicate ideas
and clarity
- use statements, questions,
commands and exclamations
- combine clauses to form more
varied complex sentence
structure
- use subject–verb agreement
- use a variety of appropriate
pronouns
- use reference items
- use comparative forms of
adjectives
- use adverbial phrases and clauses
to clarify and enhance meaning
- punctuate dialogue clearly.
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
4.8
Controls and adjusts most
aspects of language when
planning and composing an
extensive range of written and
multimedia texts on different
themes and issues.
T C KC3 KC7
Punctuates broken quotations
accurately.
68
Learning Area: English
Mode: Writing
KEY IDEAS
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcomes
3.12, 4.12
Band: Middle Years
Possible starting points for planning,
programming and assessing
Standards: 3 & 4
(refer p47 for Primary Years)
Strand: Strategies
(refer p92 for Middle–Senior Years)
Year 6
Standard 3
Year 7
Towards Standard 4
Year 8
Standard 4
•
Plans, prepares and drafts texts of
recognised genres, with scaffolding.
•
Plans texts, choosing appropriate
scaffolding, which include a clear
representation of the key idea and
consideration of a specific audience.
•
Uses a range of planning materials
provided to develop writing plans,
including proformas and context
sheets.
•
Creates texts by:
- designing a new cover for the
text
- writing a poem about a character
- writing an article about the
author explaining why the author
wrote a particular text
- rewriting the text as a picture
book.
•
Creates texts by:
- performing a role-play about a
major issue
- writing a poem expressing the
views of a character or about an
event
- role-playing characters in a
different setting
- placing the character in a
different timeframe or place with
different values and describing
own reaction
- writing a chapter that comes
before or after the text.
•
Uses different ways to begin writing
(eg storyboarding, creating a setting
or character, beginning at the end).
•
Uses own knowledge and experiences
as a primary starting point for writing.
•
Edits and proofreads using teachergenerated checklists with peer/teacher
assistance.
•
Edits and proofreads using a variety
of strategies including a checklist and
editing software, with decreased
teacher support.
•
Drafts, edits and proofreads written
work and keeps an organised folio.
•
Uses resources, with teacher
prompting (eg dictionaries, checklists,
basic thesaurus, computer spell
check).
•
Uses resources independently (eg
computer spell check, rhyming
dictionaries, maths dictionary,
thesaurus).
•
Uses a range of strategies to correctly
spell (eg dictionaries, word banks,
own spelling dictionary and key word
lists).
•
Recognises misspelt words and takes
action.
•
Recognises and corrects common
misspellings and takes action using a
variety of strategies.
OUTCOMES
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
4.12
Uses, compares and adjusts
multiple strategies for planning,
composing and reviewing
written texts.
T C KC3
69
Year 6
Standard 3
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcomes
3.12, 4.12
Year 8
Standard 4
Year 7
Towards Standard 4
•
Spells most commonly used words
accurately.
•
Uses and checks unfamiliar
vocabulary for both spelling and
meaning.
•
Uses punctuation such as capitals, full
stops, question marks, exclamation
marks, commas, speech marks, and
apostrophes of contraction.
•
Uses punctuation such as interrupted
direct speech marks, capitals, colons,
semi-colons and apostrophes of
possession.
•
Uses paragraphing reflecting genre
requirement (eg orientation and
complication, resolution, reorientation
in a narrative).
•
Uses paragraphing reflecting genre
requirement (eg thesis, argument(s),
elaboration(s) and restatement of
thesis in argument).
•
Publishes and presents work to
individuals and peers through:
- displays (school, community)
- class newsletter
- school newsletter
- neighbourhood papers.
•
Publishes and presents work using
methods to suit the purpose including
multimedia presentations to a wider
community (eg PowerPoint displays,
webpages, desktop publishing).
•
Works collaboratively to create a
group product, utilising strengths and
skills of individual group members.
•
Reflects upon and evaluates the
effectiveness of their product by
using teacher-generated or selfgenerated rubrics for:
- self-evaluation and assessment
- peer assessment.
•
Reflects upon and evaluates
effectiveness and social justice
implications of product through self
and peer based evaluation and
assessment.
•
Reflects on and evaluates
achievements regularly, and identifies
points of growth.
•
Asks for feedback from peers,
teacher, available adults, and
community audience.
•
Organises feedback using a variety of
methods (eg self-devised
proformas/questionnaire), actively
seeking it from target audiences and
using it as a basis for reflection and
further development.
•
Works with writing partners to
provide constructive feedback
through sharing ideas, editing and
proofreading.
•
Reads aloud as a strategy for
including punctuation for clear
communication.
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
4.12
Uses, compares and adjusts
multiple strategies for planning,
composing and reviewing
written texts.
T C KC3
Assessment Reflective Question:
Have I explicitly modelled and supported my
learners to reflect on the feedback they
receive?
70
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
4.1, 4.2
•
•
Students analyse connections
between purpose, context and
audience when critically
listening to a range of complex
texts. They plan and produce a
range of sophisticated spoken
texts about topical and future
issues to influence and inform
local and global communities.
In T C KC1 KC2 KC3
relating to Outcomes
5.1, 5.2
REFER:
Concept Map p9
Texts and contexts: A range of
texts p12
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
•
(refer p50 for Middle Years)
Strand: Texts and contexts
Year 8
Standard 4
Year 9
Towards Standard 5
Listens to a range of texts to analyse
and compare ideas and opinions, and
identify points of view (eg poetry,
song lyrics, talk-back radio,
advertisements, speeches, recorded
interviews).
•
Listens to a range of texts to:
- obtain information or knowledge
- enter a conversation with an
individual or in a group
- develop skills in supportive
listening
- clarify personal values or beliefs
- consider the way texts are
structured for effect (eg poetry,
music, jokes)
- clarify meaning by asking
relevant questions.
•
Considers how listeners of different
backgrounds and abilities might
respond to the same text.
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
•
Listens to a range of texts in order to
critically analyse, compare ideas and
opinions and identify points of view
(eg similar topic, different points of
view).
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
Listens attentively to a range of texts
to:
- make connections between text
and own attitudes, values and
beliefs
- synthesise differing points of
view in order to adjust and adapt
own opinion
- gain an understanding of the
conventions of participation in
group or paired discussions (eg to
summarise, agree, disagree,
challenge, provide additional
supporting information,
exemplify, elicit information
asking appropriate questions).
•
Identifies the influence of race,
gender, socio-economic status and
culture on the way a spoken text is
interpreted (eg a submission for
development of a skateboard park in a
community reserve has been rejected
by the local council for various
reasons and this has been
communicated by a local counsellor
•
Listens to a broader range of texts to
compare and critically analyse
structures, complex ideas and
opinions and the relationship between
context, purpose and audience.
Listens critically to a range of texts
to:
- evaluate similarities and
differences between attitudes,
values and beliefs expressed in
texts with those that they hold
- identify and articulate the various
interactions expressed in texts
(eg examines these interactions
in a small group and reflects on
the effectiveness of participation
in the group to undertake this
task).
Critically analyses the influence of
race, gender, socio-economic status
and culture on the way a spoken text
is interpreted (eg news items about
refugees and detention centres, global
terrorism).
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
5.1
Listens to a range of texts to
analyse and compare complex
ideas and diverse opinions and
judge the effect of the
interrelationship between
context, purpose and audience.
In T C KC1
5.2
Produces a range of spoken
texts about specialised topics
and current and future issues,
and speaks appropriately in
different contexts and for a
variety of purposes and
audiences.
F C KC2
71
Year 9
Towards Standard 5
Year 8
Standard 4
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
4.1, 4.2
Students analyse connections
between purpose, context and
audience when critically
listening to a range of complex
texts. They plan and produce a
range of sophisticated spoken
texts about topical and future
issues to influence and inform
local and global communities.
In T C KC1 KC2 KC3
relating to Outcomes
5.1, 5.2
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
on talk-back radio. How might
various community members respond
to this—male/female, teenagers,
sporting clubs, users of the reserve
…?).
•
KEY TO SYMBOLS
continued
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others
and in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Year 10
Standard 5
•
•
•
Identifies the intended purposes and
audiences of a range of texts,
including:
- persuasion (eg television/radio
commercials)
- entertainment
- information.
•
Responds to spoken texts to
demonstrate understanding (eg
restating information, asking a
relevant question).
Communicates in a variety of familiar
contexts and roles, following
appropriate conventions for the
situation (eg the class group, small
groups, one-to-one).
•
Communicates in a variety of
contexts and roles following
appropriate conventions for the
situation (eg leader, interviewer,
active listener, note taker, reporter).
•
Produces a range of formal and
informal spoken texts about topics,
events and complex issues of
personal, community and global
relevance, considering form, purpose,
context and audience; for example,
when:
- acting as a tour guide, dealing
with a range of community
members
- responding to guest speakers,
thanking them and reflecting on
detail and content of the
presentation
- introducing speakers, giving
•
Produces a range of formal and
informal spoken texts about topics,
events and complex issues of
personal, community and global
relevance, taking into account
context, form, purpose and audience;
for example, when:
- organising guest speakers,
thanking them, referring to
content of presentation
- presenting and evaluating
information to peers, primary
students or parents
- representing the school at public
events and venues—the Royal
•
Analyses spoken texts to identify
personal, political, and cultural
perspectives (eg talkback radio,
current affairs programs,
television/radio commercials, guest
speakers).
Communicates in a variety of more
complex contexts and roles following
appropriate conventions for the
situation (eg peer and cross-age
tutoring, addressing a large
community audience, and speaking
persuasively).
Produces a range of formal and
informal spoken texts, about topics,
events and complex issues of
personal, community and global
relevance, demonstrating a critical
awareness of context, form, purpose
and audience, including:
- presenting the plan, audiovisual
product and self-evaluation of a
researched topic
- adjusting the level of complexity
of content and formality to suit a
range of interactions related to a
familiar task (eg cross-age
tutoring, self-evaluation of a
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
5.1
Listens to a range of texts to
analyse and compare complex
ideas and diverse opinions and
judge the effect of the
interrelationship between
context, purpose and audience.
In T C KC1
5.2
Produces a range of spoken
texts about specialised topics
and current and future issues,
and speaks appropriately in
different contexts and for a
variety of purposes and
audiences.
F C KC2
72
Year 9
Towards Standard 5
Year 8
Standard 4
Students respond to
increasingly complex ideas and
information and examine
diversity of opinion when
listening to a range of texts.
They critically and creatively
produce a range of spoken texts
about topics and issues for a
wide range of audiences.
T C KC2 KC6
relating to Outcomes
4.1, 4.2
Students analyse connections
between purpose, context and
audience when critically
listening to a range of complex
texts. They plan and produce a
range of sophisticated spoken
texts about topical and future
issues to influence and inform
local and global communities.
In T C KC1 KC2 KC3
relating to Outcomes
5.1, 5.2
-
biographical detail
presenting information to peers,
primary students or parents
presenting a dramatic monologue
participating in school
committees such as SRC
participating in informal debates.
-
-
-
Year 10
Standard 5
Adelaide Show, shopping
centres, community centres,
public service organisations
creating and presenting a
dramatic product to a range of
audiences
participating in school
committees such as SRC, Student
Voice, reporting back to year
level groups
presenting instructional/
advocacy/recount/persuasive
speaking tasks, with effective use
of cue cards
participating in class discussions,
panels and debates
evaluating own oral presentations
and responding to feedback.
-
-
•
project, presentation at assembly)
presenting a dramatic monologue
for an intended effect such as
humour
interacting appropriately with
members of the community, such
as interviewing older members of
the community about life
experiences
using metalanguage to describe
their own learning related to the
task
researching and presenting
formally a point of view other
than their own on a controversial
issue (eg two speakers presenting
opposing points of view on the
same issue).
Considers how voice, volume,
pronunciation, emphases, pause, pace,
posture and eye contact impact on
engagement of the audience.
4.1
Listens to a range of texts to
examine key ideas and diverse
opinions and to understand the
effect of purpose, context and
audience.
Id T C KC2
4.2
Produces a range of spoken
texts about topics, events and
issues of personal, community
and world interest and adjusts
speaking for a wide range of
contexts and audiences.
In T C KC2
5.1
Listens to a range of texts to
analyse and compare complex
ideas and diverse opinions and
judge the effect of the
interrelationship between
context, purpose and audience.
In T C KC1
5.2
Produces a range of spoken
texts about specialised topics
and current and future issues,
and speaks appropriately in
different contexts and for a
variety of purposes and
audiences.
F C KC2
73
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
4.5, 4.6
Students listen to and interact
with diverse audiences in many
contexts and media, and learn
about and critically analyse
aspects of spoken language.
They produce a variety of
spoken texts demonstrating
control and manipulation of
language as they communicate
with a wide range of
community and global
audiences.
In T C KC1 KC2
relating to Outcomes
5.5, 5.6
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p 53 for Middle Years)
Strand: Language
Year 8
Standard 4
Year 9
Towards Standard 5
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
Evaluates how the elements of
language (eg puns, colloquialisms and
anecdotes) are used in texts to
influence listeners.
•
Evaluates critically how the elements
of language (eg irony and sarcasm)
are used to influence listeners.
•
Evaluates critically how the elements
of language (eg parody, allegory and
rhetoric) are used in texts to influence
listeners.
•
Analyses the language and tone to
identify the intended audience of
spoken texts.
•
Analyses and manipulates the
language and tone of spoken texts to
enhance communication with specific
audiences.
•
Analyses the language and tone of
spoken texts used to influence
audiences.
•
Identifies and understands the
connections between body language,
gestures and posture with content and
purpose.
•
Uses non-verbal communication to
enhance oral presentations.
•
Analyses how non-verbal
communication can influence spoken
texts.
•
Identifies the way language reflects
different social contexts and groups
(eg surfies, bikies, skateboarders,
gamers).
•
Identifies the ways in which language
reflects race/gender/socio-economic
status/culture in spoken texts.
•
Analyses the way in which language
in spoken texts reflects
race/gender/socio-economic
status/culture.
•
Selects appropriate, precise
vocabulary (eg subject specific terms)
and expression for the context,
including:
- formal—inclusive, noncolloquial
- informal—able to use language
in social settings to engage peers
in relationships
- negotiating
- building and maintaining
relationships.
•
Extends vocabulary and uses it with
confidence in oral presentations,
including:
- using complex sentences
appropriately
- showing awareness of relevant
registers for different situations
(eg relating the same story to
peers, police or parents).
- using verbs that express action
process (eg ‘He peered at me’).
•
Selects with confidence the
appropriate vocabulary and
expression for the context of a spoken
text (eg uses accurate technical
language where required, and
effective gesture, volume, emphasis
and pace).
4.5
Evaluates specific aspects of
spoken language when listening
and responding to texts in a
wide range of contexts.
T C KC1
4.6
Controls and adjusts most
aspects of language when
producing a variety of spoken
texts for a wider range of
school and appropriate
community audiences.
Id T C KC2
5.5
Shows understanding of the
interrelationships between
aspects of spoken language
when listening and responding
to texts in an extended range of
contexts.
C KC1
5.6
Manipulates language when
producing a variety of spoken
texts appropriate for an
extended range of school and
community audiences.
In C KC2
74
Year 9
Towards Standard 5
Year 8
Standard 4
Students listen to and interact
with a wider range of
audiences/users for different
purposes and contexts, and
learn about and integrate
aspects of spoken language.
They produce a variety of
spoken texts, demonstrating
control of language, as they
communicate with school and
extended community
audiences.
In T C KC2
relating to Outcomes
4.5, 4.6
Students listen to and interact
with diverse audiences in many
contexts and media, and learn
about and critically analyse
aspects of spoken language.
They produce a variety of
spoken texts demonstrating
control and manipulation of
language as they communicate
with a wide range of
community and global
audiences.
In T C KC1 KC2
relating to Outcomes
5.5, 5.6
•
Uses genre structure (eg in an
argument starts with thesis, including
position and preview, followed by
argument(s) with points and
elaborations followed by reiteration
of the thesis).
•
Uses text connectives to sequence (eg
firstly, to sum up), contrast (eg on the
other hand, however), clarify (eg in
other words, for example), show
cause (eg therefore, as a result) and
add information (eg in addition,
moreover).
•
Uses quotations, and imagery to
clarify and enhance communication.
•
Uses personal anecdotes, where
appropriate, to illustrate and support
points of view.
•
Uses words and phrases to convey
probability and authority (eg it’s
obvious that, it’s probable that) and to
position listeners.
•
Consolidates understanding of genre
structure and is able to manipulate
features of an argument or persuasion
to create own text.
Year 10
Standard 5
•
•
Evaluates critically genre structure
and manipulates features of an
argument or persuasion to create own
texts (eg questions and modality,
rhetoric, repetition, simile, metaphor,
alliteration and other sound devices
including rhythm).
Articulates abstract ideas by using
extended metaphor or allegory.
4.5
Evaluates specific aspects of
spoken language when listening
and responding to texts in a
wide range of contexts.
T C KC1
4.6
Controls and adjusts most
aspects of language when
producing a variety of spoken
texts for a wider range of
school and appropriate
community audiences.
Id T C KC2
5.5
Shows understanding of the
interrelationships between
aspects of spoken language
when listening and responding
to texts in an extended range of
contexts.
C KC1
5.6
Manipulates language when
producing a variety of spoken
texts appropriate for an
extended range of school and
community audiences.
In C KC2
75
Learning Area: English
Modes: Listening and speaking
KEY IDEAS
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
4.9, 4.10
Students analyse alternative
viewpoints in texts by
synthesising a range of
strategies for listening in order
to reflect, interpret, challenge
and critically analyse spoken
texts. They apply these
strategies to manipulate
speaking for a variety of
community and some global
situations in order to
communicate complex ideas
and issues.
In T C KC1 KC2
relating to Outcomes
5.9, 5.10
•
(refer p56 for Middle Years)
Strand: Strategies
Year 8
Standard 4
Year 9
Towards Standard 5
Selects listening strategies
appropriate to purpose such as:
- listening for key words and
structural cues to identify main
points (eg in an argument with
supporting evidence)
- using tools such as Y charts and
mind-maps to record information
and make connections
- recognising verbal and nonverbal clues as entry points to a
discussion.
•
Listens for pleasure or appreciation.
•
Practises use of the following
strategies to demonstrate ongoing
engagement with the speaker:
- eye contact
- clarifying
- note-taking, using checklists and
proformas.
•
Identifies the speaker of texts as well
as the intended audiences by asking
questions such as:
- Who is the speaker?
- What does the language tell us
about the speaker?
- Who is the intended audience?
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
•
•
Practises listening to different texts
for different purposes (eg analysing
the main points in an argument, with
supporting evidence and asks
questions for clarification to explore
an idea).
Practises use of the following
strategies, as appropriate, to
demonstrate ongoing engagement
with the speaker:
- eye contact
- affirming gestures and sounds
- empathetic contributions
- asking for clarification
- note-taking, using checklists and
proformas.
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
Practises listening to different texts
for different purposes (eg analyses the
main points in an argument and
provides supporting evidence for own
interpretation).
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
•
•
Uses competently a range of
strategies to demonstrate ongoing
engagement with the speaker; for
example:
- interjecting
- making connections
- affirming body language.
5.9
Uses and critically reflects on a
range of strategies to listen
analytically to diverse
perspectives in a range of texts.
T C KC1
5.10
Manipulates a wide variety of
strategies for planning,
composing, presenting and
evaluating a range of spoken
texts for an extended range of
school and community
audiences.
In T C KC2 KC3
Uses a range of strategies to extricate
the required level of detail from a
spoken text (eg uses electronic
recording).
76
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
4.9, 4.10
Students analyse alternative
viewpoints in texts by
synthesising a range of
strategies for listening in order
to reflect, interpret, challenge
and critically analyse spoken
texts. They apply these
strategies to manipulate
speaking for a variety of
community and some global
situations in order to
communicate complex ideas
and issues.
In T C KC1 KC2
relating to Outcomes
5.9, 5.10
•
•
Uses enterprise skills—refer to
Glossary, to formulate a checklist for
peer evaluation.
•
Evaluates own and others’ recorded
performances.
•
Uses peer and teacher support to
develop oral presentations.
•
Uses group discussions to develop
and extend ideas and negotiate
understanding (ie uses talking to
learn).
•
Uses supporting material, including
multimodal texts, to enhance
communication by providing the
appropriate format (eg PowerPoint,
filming of oral presentations, posters,
black/whiteboards).
•
Responds to, interprets, analyses and
reflects on a range of texts (eg poetry,
novels, speeches) by:
- role-playing
- running mock debates and class
meetings
- negotiating tasks
- working in groups.
Year 10
Standard 5
Year 9
Towards Standard 5
Year 8
Standard 4
Develops and articulates a plan in
collaboration with teachers and peers
for investigating a chosen topic
through community interaction (eg
interviews a teacher and writes an
article for a newsletter, designs and
uses surveys and questionnaires).
•
Creates an extended plan on a given
or self-chosen research topic
involving community interaction and
that incorporates presenting a product
and an evaluation.
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
5.9
Uses and critically reflects on a
range of strategies to listen
analytically to diverse
perspectives in a range of texts.
T C KC1
•
5.10
Manipulates a wide variety of
strategies for planning,
composing, presenting and
evaluating a range of spoken
texts for an extended range of
school and community
audiences.
In T C KC2 KC3
Uses supporting material
appropriately, including multimodal,
to enhance communication (eg
PowerPoint presentations, filming of
oral presentations, posters,
black/whiteboards, handouts,
feedback sheets).
•
Uses higher order thinking skills with
greater sophistication in:
- role-playing
- running mock debates, class
meetings
- negotiating tasks
- working in groups
- working together to research and
plan for oral presentations
- working with a mentor.
77
Year 8
Standard 4
Students apply a variety of
strategies for listening in order
to summarise critically, make
inferences and respond to what
they have heard. They apply
these strategies when adjusting
their speaking for wider
contexts and audiences in order
to communicate challenging
ideas and opinions about issues.
Id T C KC1 KC2
relating to Outcomes
4.9, 4.10
•
Practises speaking to a range of
audiences from small groups to,
where possible, whole community
groups.
•
Uses cue cards containing key points.
•
Monitors audibility, enunciation and
timing (eg by asking for feedback
from peers).
Year 9
Towards Standard 5
Year 10
Standard 5
•
Practises interacting with a range of
community groups.
4.9
Uses and compares a variety of
strategies for listening critically
to diverse perspectives in a
range of spoken texts.
T C KC1
4.10
Controls and adjusts a variety
of strategies for planning,
composing, presenting and
evaluating spoken texts for
wider community audiences.
Id T C KC2 KC3
Students analyse alternative
viewpoints in texts by
synthesising a range of
strategies for listening in order
to reflect, interpret, challenge
and critically analyse spoken
texts. They apply these
strategies to manipulate
speaking for a variety of
community and some global
situations in order to
communicate complex ideas
and issues.
In T C KC1 KC2
relating to Outcomes
5.9, 5.10
5.9
Uses and critically reflects on a
range of strategies to listen
analytically to diverse
perspectives in a range of texts.
T C KC1
5.10
Manipulates a wide variety of
strategies for planning,
composing, presenting and
evaluating a range of spoken
texts for an extended range of
school and community
audiences.
In T C KC2 KC3
Assessment Reflective Question:
Have I engaged my learners in
establishing the criteria for
success?
78
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcome
4.3
Students critically analyse
multiple views of the past,
present and future as they read,
view and interpret a range of
visual, multimodal and written
texts which contain complex
ideas and different perspectives
on local and global community
issues.
F Id In T KC1 KC6 KC7
relating to Outcome
5.3
REFER:
Concept Map p10
Texts and contexts: A range of
texts p12
•
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p59 for Middle Years)
Strand: Texts and contexts
Year 8
Standard 4
Year 9
Towards Standard 5
Reads and views a range of shared
and individually selected texts for
enjoyment and for challenging and
extending personal tastes and interests
(eg literature, media and everyday
texts containing multiple social and
cultural perspectives).
•
•
Reads and views texts about daily
life, school and work to extend
understandings of the contemporary
world.
•
•
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
Reads, views and understands a range
of shared and individually selected
texts which allow examination of own
and others’ understandings of our
world (eg literature, media and
everyday texts containing multiple
cultural and social perspectives).
•
•
Examines critically and compares
texts about daily life, school and
work.
•
Demonstrates critical understanding
of texts about daily life, school and
work and explores the relationships
between the texts and their own lives.
Reads and views fiction and nonfiction texts including information
and arguments to:
- support learning
- gain pleasure
- obtain information.
•
Reads and views fiction and nonfiction texts including information
and arguments to:
- critically analyse and process
information
- explore social issues and cultural
perspectives.
•
Reads and views a range of fiction
and non-fiction texts including
information and arguments to
compare and evaluate context and
purpose (eg racism in Cry Freedom,
Mississippi Burning, Australian
Rules).
Considers and shares understanding
of contextual aspects of texts,
including:
- the intended audience
- readability
- text genres
- purpose
- bias.
•
Analyses and considers contextual
aspects of texts, including:
- the intended audience
- readability
- text genres
- purpose
- bias.
•
•
Recognises that readers and viewers
may be positioned to view characters
and ideas in particular ways and that
these views may reflect cultural
values and may be questioned.
Analyses, considers and compares
contextual aspects of texts with
multiple viewpoints, including:
- the intended audience
- readability
- text genres
- purpose
- bias.
Reads, views and understands a range
of texts which challenge own ideas of
race, culture, socio-economic
background and culture and examines
the relationship between readers and
producers of texts.
4.3
Reads and views a range of
texts containing multiple social
and cultural perspectives and
examines personal and diverse
understandings of the
contemporary world.
In T KC1
5.3
Reads and views a range of
texts containing challenging
ideas and issues and multiple
views of the past, present and
future and examines some
relationships between texts,
contexts, readers and producers
of texts.
F In T KC6
79
Year 9
Towards Standard 5
Year 8
Standard 4
Students examine past, present
and future representations of
society as they critically
interpret a range of visual,
multimodal and written texts
which contain increasingly
complex ideas about local and
global issues.
F In T C KC1
relating to Outcome
4.3
Students critically analyse
multiple views of the past,
present and future as they read,
view and interpret a range of
visual, multimodal and written
texts which contain complex
ideas and different perspectives
on local and global community
issues.
F Id In T KC1 KC6 KC7
relating to Outcome
5.3
•
Connects themes in written and visual
texts with own experiences, beliefs
and values.
•
Analyses themes in written and visual
texts, comparing with own
experiences, beliefs and values.
Year 10
Standard 5
4.3
Reads and views a range of
texts containing multiple social
and cultural perspectives and
examines personal and diverse
understandings of the
contemporary world.
In T KC1
5.3
Reads and views a range of
texts containing challenging
ideas and issues and multiple
views of the past, present and
future and examines some
relationships between texts,
contexts, readers and producers
of texts.
F In T KC6
80
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
4.7
•
Students read, view and
interpret a broad range of texts
dealing with abstract themes
and issues. They analyse and
discuss how patterns of
linguistic and visual choices
contribute to the construction
of possible worlds and cultural
values in written, visual and
multimodal texts.
F In T C KC1 KC2 KC7
relating to Outcome
5.7
•
(refer p60 for Middle Years)
Strand: Language
Year 8
Standard 4
Year 9
Towards Standard 5
Considers language, demonstrating
understanding that there is a link
between genre and language use,
including:
- sentence length and complexity
(eg short sentences and active
voice when making statements,
long sentences and passive
voice/descriptive passages when
giving detail)
- development and maintenance of
tone and mood
- punctuation (eg use of
apostrophes, direct/indirect
speech, dashes, colons, semicolons, full stops, commas,
exclamation marks)
- spelling conventions (eg use of
abbreviations, acronyms and
emoticons in SMS and other
messaging)
- typography (eg font style, size,
positioning on the page)
- incorporation of visual elements.
Reads fiction texts, considering the
structure before focusing on
language, including novels, short
stories, poetry, scripts, diaries,
journals, websites, e-magazines.
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
•
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
Analyses language, demonstrating
understanding that there is a link
between genre and language use,
including:
- colloquial language
- everyday and technical language
- figurative language.
•
•
Begins to understand the language
and purposes of parody.
•
Begins to analyse the language of
satire, parody and black humour.
•
Reads fiction texts, considering the
structure before focusing on
language, including novels, short
stories, poetry, scripts, diaries,
journals, websites and e-magazines.
•
Reads fiction texts, considering the
structure before focusing on
language, including novels, short
stories, poetry, scripts, diaries,
journals, websites and e-magazines.
Analyses language, demonstrating
understanding that there is a link
between genre and language use.
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
5.7
Identifies and critically
appraises combinations of
features in texts when reading
and viewing a broad range of
texts dealing with abstract
themes and sociocultural
values.
In T C KC1
81
Year 8
Standard 4
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
4.7
Students read, view and
interpret a broad range of texts
dealing with abstract themes
and issues. They analyse and
discuss how patterns of
linguistic and visual choices
contribute to the construction
of possible worlds and cultural
values in written, visual and
multimodal texts.
F In T C KC1 KC2 KC7
relating to Outcome
5.7
Structure to consider:
- plot (eg storylines: development
of suspense through conflict,
climax points of action,
resolution) and sub-plot, where
applicable
- characters (eg main, minor, and
the interplay between characters
as well as change and
development)
- setting—time and place
- themes—the writer’s main
message
- narrative point of view and its
significance, who is telling the
story.
Language to consider:
- degree of formality (eg formal,
colloquial language)
- everyday (eg non-technical,
technical language)
- figurative language (eg
personification, similes and
metaphor)
- sound devices (eg alliteration,
onomatopoeia, puns, rhyme and
rhythm).
Year 9
Towards Standard 5
Structure to consider:
- compare plot with other texts and
with own lives
- interplay between major and
minor characters and an
understanding of their relative
importance (eg why a character,
who might appear only once, can
be significant)
- narrative point of view and its
significance (eg the reasons an
author chooses to use multiple
narrators)
- explore cultural perspectives by
comparing settings in different
texts
- examine techniques used to
construct plot and create
emotional responses, such as
comparison, contrast,
exaggeration, juxtaposition, the
changing of chronological order
or the expansion and
compression of time.
Year 10
Standard 5
Structure to consider:
- analyses the structure of texts in
relation to purpose and form (eg
picture books, cartoons, novels,
short stories, poems, print media
cartoons).
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
Language to consider:
- interpretation of language in
different ways and at different
levels such as in satire, black
humour and allegory—where the
surface meaning may not
necessarily be the only meaning.
5.7
Identifies and critically
appraises combinations of
features in texts when reading
and viewing a broad range of
texts dealing with abstract
themes and sociocultural
values.
In T C KC1
Language to consider:
- tone and mood
- how punctuation influences
interpretation
- vocabulary and cliches (eg
gender specific words,
neologisms, words establishing
power and status)
- symbolism.
82
Year 8
Standard 4
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
4.7
•
Students read, view and
interpret a broad range of texts
dealing with abstract themes
and issues. They analyse and
discuss how patterns of
linguistic and visual choices
contribute to the construction
of possible worlds and cultural
values in written, visual and
multimodal texts.
F In T C KC1 KC2 KC7
relating to Outcome
5.7
•
Year 10
Standard 5
Year 9
Towards Standard 5
Views visual fiction texts, considers
the structure of the visual aspects of
the text, before focusing on the
accompanying language (eg films,
television dramas, soap operas,
multimedia texts and advertisements).
Structure to consider:
- plot and sub-plot, as for written
texts
- characters, including actor
characteristics such as physical
features and what they bring to
the role
- wardrobe—costume, hair and
make-up
- narrative point of view—the role
of the camera in telling the story
- setting—time and place
- theme—director’s main
messages
- cutting—what is left in the film
- editing—the length of shots and
scenes to pace the film.
Language to consider:
- camera use—angles, position,
shot type, movement
- technical effects—music,
dialogue, sound, lighting
- visual symbols (eg open window
to suggest freedom, bridge to
indicate a journey to a new
place).
•
Reads non-fiction everyday texts, and
examines the structure and language
(eg diaries, journals, instructions, text
messaging, e-mails, notes, formal
letters, minutes of class meetings,
instruction booklets, newspapers,
magazines and e-magazines).
•
Analyses visual fiction texts (eg
films, television dramas, soap operas,
multimedia texts and advertisements)
showing understanding of the
structure of the visual aspects of the
text before focusing on the
accompanying language.
Structure to consider:
- plot—the three acts: short first
act to establish characters,
setting, conflict; long second act
to unfold the story and lead to
climax; shorter third act for
climax and resolution
- actor characteristics—what they
bring to the role, charisma, nonverbal communication such as
gestures and facial expressions
- setting—‘the world of the film’
and links with the plot and
themes.
Language to consider:
- camera use—angles, position,
shot type and the purpose of
these (eg zooming in to develop
intimacy or shooting from above
to make a character appear
smaller or less important)
- technical effects—music,
dialogue, sound, lighting and
colour and the effect of changing
these, such as music style or
silence.
•
Analyses non-fiction everyday texts,
demonstrating understanding of the
structure and language, and
considering:
- patterns in paragraphs and
sentences
- tone created by word choice
•
Analyses visual fiction texts (eg
films, television dramas, soap operas,
multimedia texts, advertisements and
cartoons), understanding the
requirements of the structure of the
visual text before focusing on the
accompanying language.
Structure to consider:
- analyses features of the plot and
sub-plot
- analyses characters—acting (eg
naturalistic ‘real’, theatrical
‘fake’ or exaggerated)
- identifies themes—director’s
main messages and how they are
delivered to the audience (eg
recurring symbols and images)
- editing—use of shot sequences to
influence the pace and suspense.
Language to consider:
- analyses and describes camera
use, its purpose and effect
- analyses and describes the use of
technical effects, their purpose
and the effect of changing these
- compares and contrasts structures
and use of techniques in different
texts.
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
5.7
Identifies and critically
appraises combinations of
features in texts when reading
and viewing a broad range of
texts dealing with abstract
themes and sociocultural
values.
In T C KC1
Examines critically everyday nonfiction texts, focusing on
contemporary electronic media (eg emails, blogs, bulletin boards, text
messaging).
83
Year 8
Standard 4
Students independently read,
view and interpret a range of
written, visual and multimodal
texts dealing with more
complex themes and issues.
They identify and critically
appraise combinations of
language choices in these texts,
and discuss how these work to
influence readers’ and viewers’
responses and understandings.
In T C KC1 KC2
relating to Outcome
4.7
Students read, view and
interpret a broad range of texts
dealing with abstract themes
and issues. They analyse and
discuss how patterns of
linguistic and visual choices
contribute to the construction
of possible worlds and cultural
values in written, visual and
multimodal texts.
F In T C KC1 KC2 KC7
relating to Outcome
5.7
•
Reads and views non-fiction texts (eg
documentaries, biographies, memoirs,
webpages, news reports, chat shows)
considering the structure in relation to
purpose and language, including:
- voice-overs
- interviews
- subtitles
- text boxes on a screen
- sound effects and music.
Year 10
Standard 5
Year 9
Towards Standard 5
•
modality to convey degrees of
certainty (eg might, perhaps,
possibly)
use of passive voice (eg to hide
responsibility)
nominalisation.
Reads and views non-fiction texts and
analyses the structure in relation to
purpose and form and language,
including:
- voice-overs (eg language
conventions used by the speaker)
- subtitles
- text boxes on screen
- language conventions used by
interviewer and interviewees
- sound effects and music
- editing
- camera angles, shot type.
•
Reads and views non-fiction texts and
analyses the structure in relation to
purpose and language.
4.7
Analyses and evaluates features
of written texts and visual
images when reading and
viewing independently a range
of texts dealing with more
complex themes and issues.
In T C KC1
5.7
Identifies and critically
appraises combinations of
features in texts when reading
and viewing a broad range of
texts dealing with abstract
themes and sociocultural
values.
In T C KC1
84
Learning Area: English
Modes: Reading and viewing
KEY IDEAS
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcome
4.11
Students draw on multiple
reading/viewing strategies to
organise and interpret
information for specific
purposes, to manage and reflect
on personal reading programs,
and to critically interpret texts
with multiple levels of
meaning.
Id T C KC1
relating to Outcome
5.11
•
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p63 for Middle Years)
Strand: Strategies
Year 8
Standard 4
Year 9
Towards Standard 5
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
Demonstrates the four roles of the
reader described by Freebody and
Luke:
- Code breaker
- Text participant: participating in
meaning of texts
- Text user: using texts
functionally
- Text analyst: critically analysing
and transforming texts.
•
•
Interprets and transforms texts
through exercises (eg creates games,
timelines, storyboards, character
portraits, role-plays).
•
Demonstrates critical understanding
of the texts in a non-written form (eg
collage, film, role-play, music).
•
Demonstrates understanding of texts
by, for example:
writing in a range of forms for a
range of audiences
•
Analyses texts critically by, for
example:
- demonstrating understanding of
text elements through a range
Begins to demonstrate an
understanding of the four roles of the
reader described by Freebody and
Luke:
- Code breaker
- Text participant: participating in
meaning of texts
- Text user: using texts
functionally
- Text analyst: critically analysing
and transforming texts.
•
•
Demonstrates understanding of texts
by, for example:
- participating in quiz show games
based on questions developed by
groups of students to ask each
other, or based on teacher
directed questions
- developing and producing a
timeline of the text
- storyboarding of important
scenes
- working in groups to prepare
visual representations (eg storymaps)
- doing cloze exercises of the text
that can be completed in small
groups (eg for poetry).
•
Explores texts by, for example:
- keeping a diary/journal as a
character
- creating a newspaper article
Demonstrates competency in, and
understanding of, the four roles of the
reader described by Freebody and
Luke:
- Code breaker
- Text participant: participating in
meaning of texts
- Text user: using texts
functionally
- Text analyst: critically analysing
and transforming texts.
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
5.11
Manipulates and synthesises a
wide variety of strategies for
reading, viewing, critically
interpreting and reflecting on
texts with multiple levels of
meaning.
T C KC1
85
Year 9
Towards Standard 5
Year 8
Standard 4
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcome
4.11
Students draw on multiple
reading/viewing strategies to
organise and interpret
information for specific
purposes, to manage and reflect
on personal reading programs,
and to critically interpret texts
with multiple levels of
meaning.
Id T C KC1
relating to Outcome
5.11
-
relevant to the text
writing a script for an imaginary
scene between two main
characters
writing letters as a character
retelling the story from another
point of view
condensing the story to an
imposed word limit (eg 100
words)
making presentations relevant to
the text—oral, multimedia,
posters, brochures
participating in class/small group
discussions on elements of the
text.
-
Year 10
Standard 5
presenting individual oral
presentations (eg as a character
from a text)
participating in group
presentations involving
multimedia—oral and/or written
keeping a diary/journal as a
character.
-
of exercises
recounting an incident in a text
from a particular character’s
point of view
role-playing a scene to evaluate
its purpose in the text
presenting, in pairs, a tutorial to
the class on elements of the text.
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
5.11
Manipulates and synthesises a
wide variety of strategies for
reading, viewing, critically
interpreting and reflecting on
texts with multiple levels of
meaning.
T C KC1
•
Applies knowledge by:
- re-writing the plot in other genres
- writing a prequel or sequel
- adding new elements to the text
- storyboarding a scene of a text
- building character portraits using
their own words
- writing dialogue or providing
music for a scene of a visual text
(eg watching the scene without
sound and then writing the
dialogue, then comparing written
with original and discussing the
visual clues that led them to
believe what was being said)
- connecting texts by comparing
and contrasting characters and
plots in short stories, visual texts
and poems
- answering simple interpretive
questions.
•
Applies knowledge by:
- transforming the text for another
medium
- selecting music and other sound
effects to accompany a printed
text
- answering interpretive questions.
•
Applies knowledge by:
- writing an expository essay
demonstrating understanding of
the themes in the text
- connecting texts by comparing
and contrasting characters, plots
and themes in short stories,
visual texts and poems
- answering complex interpretive
questions.
•
Evaluates texts by:
- writing in a directed reflective
journal, focusing on techniques
•
Evaluates the text by:
- keeping a reflective journal,
analysing techniques of the
•
Evaluates content by:
- keeping a reflective journal,
analysing techniques of
86
Year 8
Standard 4
Students use a range of
reading/viewing strategies to
research independently and in
teams, record specific
information and critically
interpret increasingly complex
texts.
F Id C KC1 KC2 KC4
relating to Outcomes
4.11
Students draw on multiple
reading/viewing strategies to
organise and interpret
information for specific
purposes, to manage and reflect
on personal reading programs,
and to critically interpret texts
with multiple levels of
meaning.
Id T C KC1
relating to Outcome
5.11
-
-
of the written and visual texts
and how they affect the reader or
viewer
writing a letter to a peer about a
text they have read or viewed
composing a critical review of
texts for publication (eg for
SAETA Newsletter, classroom
use, cross-age tutoring)
discussing in small groups the
constructions of gender, race and
social class in the world of the
text compared with their own.
•
Synthesises knowledge by utilising
some of the following strategies:
- proposing alternative endings for
the text and demonstrating an
understanding of how this may
alter themes
- communicating the themes of the
text in another way, using
another medium
- identifying a set of elements for
a specific genre (eg westerns,
science fiction, humour)
- identifying elements of
stereotypical characters (eg hero
and heroine).
•
Negotiates with the whole class or in
groups to explore current, past and
future social issues and cultural
perspectives presented by a range of
fiction and non-fiction texts.
Year 10
Standard 5
Year 9
Towards Standard 5
-
written and visual texts and how
they affect the reader/viewer
composing a critical review of
texts for publication (eg school
newsletter, magazine)
discussing in a class forum the
construction of gender, race and
social class in the world of the
text compared with their own.
-
-
•
Synthesises knowledge by:
- communicating the themes of a
text in another way (eg using
another genre)
- creating identifiable stereotypical
characters (eg reluctant hero,
coward, bully)
- describing complex multidimensional characters.
•
the written and visual texts and
how they affect the reader/viewer
composing a critical review of
texts for publication (eg in The
Advertiser)
analysing themes in written and
visual texts, and comparing with
own experiences, beliefs and
values whilst considering socioeconomic background, gender,
race and culture of readers, writer
and characters
analysing (eg through
debate/role-play) the way
language in texts changes
according to gender, race,
culture, socio-economic status.
4.11
Controls, adjusts and compares
a variety of strategies for
locating and recording
information and for reading,
viewing and critically
interpreting written and visual
texts for specific purposes.
T C KC1 KC2
5.11
Manipulates and synthesises a
wide variety of strategies for
reading, viewing, critically
interpreting and reflecting on
texts with multiple levels of
meaning.
T C KC1
Synthesises knowledge by:
- writing a narrative about the life
of a character (eg ten years from
the time of the text)
- transforming the text (eg
changing the events to a different
time period or setting)
- writing a parody of the text
- writing two different versions for
a scene of visual text watched
without sound, analysing the way
verbal clues can lead to different
meanings.
87
Learning Area: English
Mode: Writing
KEY IDEAS
Students choose and compose a
range of written texts which
explore different perspectives
about local and some global
issues. They apply an
understanding of context,
purpose and audience to their
own writing.
In T C KC2 KC3
relating to Outcomes
3.4, 4.4
Students examine different
perspectives about challenging
local and global issues as they
plan and compose a range of
written texts. They critically
analyse their own written texts
for context, purpose and
audience.
In T KC1 KC2 KC3
relating to Outcome
5.4
REFER:
Concept Map p11
Texts and contexts: A range of
texts p12
•
•
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p66 for Middle Years)
Strand: Texts and contexts
Year 8
Standard 4
Year 9
Towards Standard 5
Composes a range of text forms (eg
recount, narrative, procedure, report,
imaginative recount, exposition) and
experiments with a range of text
features, various perspectives and
writing for a wider audience.
Composes texts that demonstrate
knowledge of written text
conventions and awareness of
context, purpose and audience (eg
writes about the demolition of a
theme park, showing the ability to
adapt to purpose and audience,
including:
- writing a letter as a property
developer
- imaginative writing about an
important object found in the
park
- a newspaper report
- interview questions for a
prospective developer
- as a long-term resident writing to
a relative).
•
•
Composes a range of texts
demonstrating control over an
increasing range of text features.
Composes texts, with support, that
compare ideas and their treatment (eg
compares content and structural
features of a film script and an article
about a similar topic).
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
•
Composes a range of extended texts
that explore points of view about
challenging issues, including writing
from increasingly objective points of
view and about abstract ideas.
3.4
Composes a range of texts that
include ideas and information
about familiar and some
unfamiliar topics and applies an
understanding of audience,
purpose and context.
Id T C KC2
Composes texts, independently, that
compare ideas and their treatment (eg
compares two texts, such as a novel
and a poem, on a similar topic).
4.4
Composes a range of texts that
include detailed information
and explore different
perspectives about a range of
issues and adjusts texts for
particular audiences, purposes
and contexts.
Id C KC2
5.4
Composes a range of texts that
include detailed information
and explore different
perspectives about diverse
topics or issues and adjusts the
text to produce an intended
effect upon the audience.
In T C KC1
•
Experiments with voice and narrative
features, such as structure, point of
view and imagery, to meet the needs
of particular purposes and audiences
(eg poses rhetorical question).
88
Year 8
Standard 4
Students choose and compose a
range of written texts which
explore different perspectives
about local and some global
issues. They apply an
understanding of context,
purpose and audience to their
own writing.
In T C KC2 KC3
relating to Outcomes
3.4, 4.4
Students examine different
perspectives about challenging
local and global issues as they
plan and compose a range of
written texts. They critically
analyse their own written texts
for context, purpose and
audience.
In T KC1 KC2 KC3
relating to Outcome
5.4
Year 10
Standard 5
Year 9
Towards Standard 5
•
Demonstrates knowledge of written
text conventions and awareness of
context, purpose and audience when
writing for less familiar audiences,
real or imagined.
•
Uses clear ideas about topic, purpose
and intended audience to structure
writing and makes decisions about
styles and language choices (eg uses
emotive language to create a mood
and/or atmosphere).
•
Focuses on how texts meet the needs
of intended audiences, with some
degree of sophistication and
abstraction (eg identifies features
appropriate for a particular audience
and purpose, such as stories for young
children).
3.4
Composes a range of texts that
include ideas and information
about familiar and some
unfamiliar topics and applies an
understanding of audience,
purpose and context.
Id T C KC2
•
Writes with increasing skill from both
subjective and objective points of
view (eg clearly presents both sides of
an argument on drug issues).
•
Uses visual elements appropriately in
texts (eg uses a graph to support an
argument or a report).
•
Incorporates referencing as
appropriate (eg see SABSSA
guidelines for referencing).
•
•
Experiments with using different text
forms within other texts (eg
incorporating e-mail or text messages
within stories, poetry within narrative,
photographs as illustrations in a diary
or journal).
Incorporates both visual and print
elements in texts as appropriate (eg
uses digital images or animation).
4.4
Composes a range of texts that
include detailed information
and explore different
perspectives about a range of
issues and adjusts texts for
particular audiences, purposes
and contexts.
Id C KC2
•
Selects an appropriate form for
purpose and audience (eg uses
PowerPoint, writes a feature article
rather than a letter to an editor).
•
Adds complexity to text structures (eg
experiments with multiple points of
view on an issue of harassment from
the perspectives of victim, bully,
parents, and the school).
•
Uses appropriate layout features in
print texts, and visual conventions
when producing multimodal texts (eg
creates a newspaper front page,
creates a webpage).
5.4
Composes a range of texts that
include detailed information
and explore different
perspectives about diverse
topics or issues and adjusts the
text to produce an intended
effect upon the audience.
In T C KC1
89
Learning Area: English
Mode: Writing
KEY IDEAS
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcomes
3.8, 4.8
Students plan and compose a
comprehensive range of more
detailed texts, dealing with
complex themes and issues.
KC2 KC3 They demonstrate
critical awareness of and
competent control of language
choices in texts in different
modes and media.
In T C
relating to Outcome
5.8
•
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p67 for Middle Years)
Strand: Language
Year 8
Standard 4
Year 9
Towards Standard 5
Selects and uses a variety of
sophisticated language elements and
displays these by:
- sequencing multiple events with
greater detail
- using a variety of correctly
structured paragraphs
- using sentences of varying length
and complexity for effect
- increasing range of vocabulary
and words spelt correctly
- using similes, metaphors and
other imagery, colloquial
language, puns, and a variety of
conjunctions
- using nominalisation, to move
from writing in the spoken mode
to writing in a more technical
mode
- using a variety of ways to
indicate time (eg change of tense)
- using dialogue to construct
relationships between characters
and to further the narrative
- using appropriate language to
create tone, mood and
atmosphere and/or to argue,
persuade and convey
information.
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
Identifies and uses different
grammatical patterns to express
subjective and objective perspective
(eg ‘My view is that ...’, ‘It is likely,
that …’).
•
Controls rhetorical elements, such as
modality and emotive language, to
meet the needs of particular purposes
and audiences, or uses extended
metaphor to express an idea.
•
Experiments with poetic technique
and form, using figurative language,
including similes, metaphors,
alliteration, rhythm and
onomatopoeia, for particular effect.
•
Uses poetic techniques effectively,
such as sound devices (eg alliteration,
rhythm, onomatopoeia) and imagery
(eg similes), for particular effect such
as conveying atmosphere or engaging
the audience.
•
Varies sentence length and structure
to sustain a reader’s interest.
•
Makes appropriate grammatical
choices to convey complex
relationships and positioning of
audience (eg creates a multimodal
advertising campaign on a particular
issue).
•
Maintains tense consistency (eg
maintains present tense in a
descriptive narrative).
•
Uses colloquialisms and informality
in language selectively to produce
particular effect when required.
•
Makes increasing use of relative
clauses to convey more complex
ideas and relationships, and to
foreground certain information.
Experiments with satire and bias in
own writing to emphasise a point or
produce a particular response.
•
Uses active and passive voice
appropriately.
•
Conveys complex ideas through
control over a range of clause
structures and development of noun
groups and nominalisation.
•
Recognises and uses different ways of
referencing.
•
•
Elaborates on topic sentences in
logical order.
•
Uses topic sentences to introduce a
new topic and focus for comparison
or argument when dealing with
complex ideas.
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
4.8
Controls and adjusts most
aspects of language when
planning and composing an
extensive range of written and
multimedia texts on different
themes and issues.
T C KC3 KC7
5.8
Manipulates and critically
appraises language choices
when planning and composing
a comprehensive range of texts
dealing with abstract themes
and cultural values.
In T C KC1 KC3
90
Year 8
Standard 4
Students plan and compose,
independently, an extensive
range of texts on different
themes and issues. They
demonstrate knowledge about
and competent control of
language choices in texts in
different modes and media.
T C KC2 KC3
relating to Outcomes
3.8, 4.8
Students plan and compose a
comprehensive range of more
detailed texts, dealing with
complex themes and issues.
KC2 KC3 They demonstrate
critical awareness of and
competent control of language
choices in texts in different
modes and media.
In T C
relating to Outcome
5.8
Year 9
Towards Standard 5
Year 10
Standard 5
•
Uses language to create aesthetic
texts, showing increasing familiarity
with figurative expression (eg poetry,
lyrics).
•
Orders paragraphs to effectively
sustain an argument and to organise
and convey information.
•
Uses language knowledge to create
convincing characters (eg draws on
knowledge of different styles and
accents while composing dialogues).
•
Consolidates and extends ability to:
- use consistent tense
- use a variety of complex
sentences to communicate ideas
and clarity
- use statements, questions,
commands and exclamations
- combine clauses to form more
varied complex sentence
structure
- use subject–verb agreement
- use a variety of appropriate
pronouns
- use reference items
- use comparative forms of
adjectives
- use adverbial phrases and clauses
to clarify and enhance meaning
- punctuate dialogue clearly.
•
Uses conjunctions to convey complex
relationships within a sentence (eg
cause and effect, comparison).
•
Uses punctuation selectively for
intended effect and in experimental
writing.
•
Uses conjunctions to build text
cohesion.
•
Uses brackets.
•
•
Revises and refines punctuation for
direct and indirect speech, and colons
and semi-colons in extended lists.
Uses colons and semi-colons
correctly.
•
Creates characters/situations that
explore ethical dilemmas.
•
Uses references to other texts and
parody to extend meaning and create
humour.
•
Uses hyperlinks, flashbacks and other
time variants that work together in
written and multimodal texts.
3.8
Selects and uses a variety of
language aspects when
planning and composing a
range of well-structured fiction,
factual and media texts about
familiar, new and possible
experience.
Id T C KC3
4.8
Controls and adjusts most
aspects of language when
planning and composing an
extensive range of written and
multimedia texts on different
themes and issues.
T C KC3 KC7
5.8
Manipulates and critically
appraises language choices
when planning and composing
a comprehensive range of texts
dealing with abstract themes
and cultural values.
In T C KC1 KC3
91
Learning Area: English
Modes: Writing
KEY IDEAS
Students develop a range of
strategies for planning,
composing and reviewing
specific written texts. They use
a multi-strategic approach to
develop consistency and
accuracy in the conventions of
written texts.
Id C KC3 KC6
relating to Outcomes
3.12, 4.12
Students use a range of
strategies to plan, compose,
revise and edit written texts for
coherence and cohesion.
T C KC3
relating to Outcome
5.12
Band: Middle–Senior Years
Possible starting points for planning,
programming and assessing
(refer p69 for Middle Years)
Strand: Strategies
Year 8
Standard 4
Year 9
Towards Standard 5
Standards: 4 & 5
OUTCOMES
Year 10
Standard 5
•
Uses a range of planning materials
provided to develop writing plans,
including proformas and context
sheets.
•
Selects from a range of planning tools
appropriate to the particular writing
task (eg uses topic sentences to plan
and organise writing).
•
Uses a range of strategies for
planning and managing writing (eg
timelines, journals, research records,
note-taking, audiovisual materials).
•
Uses different ways to begin writing
(eg storyboarding, creating a setting
or character, beginning at the end).
•
Uses models of particular genres,
including deconstructing texts, to
inform planning and composing.
•
•
Uses own knowledge and experiences
as a primary starting point for writing.
•
Transforms stories from one form to
another (eg printed story to a comic).
Manipulates a range of available
strategies to plan and generate ideas,
develops appropriate language and
organises writing (eg concept maps,
brainstorming).
•
Uses a range of strategies to correctly
spell (eg dictionaries, word banks,
own spelling dictionary and key word
lists).
•
Self-corrects and edits during the
drafting process to publication level.
•
Shows increasing control over
narrative structure as a result of group
writing activities (eg starts a story,
then e-mails to another to continue it,
before e-mailing it to a third student
to complete it).
•
Reads aloud as a strategy for
including punctuation for clear
communication.
•
Drafts, edits and proofreads written
work and keeps an organised folio.
•
Works with writing partners to
provide constructive feedback
through sharing ideas, editing and
proofreading.
•
Reflects on and evaluates
achievements regularly, and identifies
points of growth.
•
Works collaboratively to create a
group product, utilising strengths and
skills of individual group members.
•
Incorporates research data and
material from online sources and
other software, while composing
texts.
•
Uses a range of resources in planning
and developing writing (eg own
knowledge and experiences, others’
knowledge and experiences).
•
Edits writing for organisation,
sentence structure and vocabulary,
focusing on clarity, purpose and
effect.
•
Uses organised folio of written work
to reflect on achievements regularly
and identifies specific points of
growth (eg explains language choices,
articulates reasons for selecting
particular strategies for writing).
•
Records personal errors and develops
strategies to eliminate them.
•
Selects appropriate form of
referencing for the text.
3.12
Selects and uses a variety of
strategies for planning,
composing and reviewing own
written texts and for
consistently spelling most
common words accurately.
T C KC3
4.12
Uses, compares and adjusts
multiple strategies for planning,
composing and reviewing
written texts.
T C KC3
5.12
Manipulates multiple strategies
for planning, composing and
reviewing written texts.
T KC3
92
GLOSSARY
Conjunctions
Binding A large set of conjunctions (eg because, if, as, since) that join two
clauses forming a relationship of dependence (hence the notion of ‘binding’).
The sentences formed are often labelled complex sentences (eg We bought the
car after we’d asked the bank for a loan.).
Linking A small set of conjunctions (and, or, so, but) that join two clauses
forming a relationship of independence (eg We bought the car on Saturday
but we couldn’t pick it up until Tuesday.). They can also be used to join within
a group.
CAMPER
A critical thinking tool. The acronym CAMPER stands for:
Consequences? Assumptions and accuracy? Meaning? Prejudice? Evidence
and examples? Relevance and reliability?
Classifiers
That part of a noun group which reveals the ‘kind’ or ‘type’ of thing. That is,
it indicates a sub-class (eg the gum trees, a farm animal).
Connectives
A broad term to describe elements of the language that join various parts
together; the different kinds of conjunctions and elements that act like
conjunctions (eg One of the reasons …, instead of Firstly …).
Critical literacy questions
Questions that can be asked of a text to identify its purpose, structures and
features, construction of characters, gaps and silences, view of reality, as well
as whose interest is represented. Some examples are:
• Why is the text presented in this way?
• How else could it have been written?
• What kind of knowledge is presented?
• What or who is missing from the text?
• What kinds of language are used?
•
•
•
What ideological positions can you identify?
How does the text depict age, gender and culture?
Could you change the age, gender or culture of any of the characters and
still retain the integrity of the text?
• Who stands to benefit from this text? (Whose interests are being served?)
• How are the characters constructed in the text?
• Why has the text positioned the characters in that way?
(Adapted from Barbara Comber’s original questions by Deirdre Travers and
Jolie Hancock.)
For additional critical questions refer to
<http://www.education.tas.gov.au/english/critlit.htm#whatkinds>.
Enterprise skills
The SACSA Framework includes the following enterprise skills in its
Enterprise and Vocational Education focus:
• using initiative and drive
• managing resources and people
• planning and organising
• being positive and flexible
• making decisions and solving problems
• working cooperatively
• communicating and negotiating
• being creative and innovative
• reviewing and assessing.
Genre
A written, spoken or visual text that moves through recognisable stages in
order to achieve a social purpose. Genres are culturally specific (refer to
p101).
93
Graphophonology
Multimedia
The relationship between the sounds of the language (phonology) and the
letters and combinations of letters used to represent these sounds
(graphology). Graphophonic cues enable readers to identify letters, letter
patterns and whole words by sight or from their associated sounds.
Multimedia texts use a computer to present text, graphics, video, animation
and sound in an integrated way (eg a presentation involving audio and video
clips would be considered a ‘multimedia presentation’). Educational software
that involves animations, sound and text is called ‘multimedia software’.
Guided reading
Multimodal
The teacher assists students in developing strategies to construct meaning and
explore the structures and functions of language as they read, talk and think
their way through a text. The teacher works with a small group of students on
a text at the students’ instructional level. After establishing prior knowledge of
the topic/text type the text is briefly introduced. Each student works with an
individual copy of the text. Periods of independent reading are followed by
discussion and teaching.
Multimodal texts are any communication involving language, and may be
spoken, written, visual, digital or in a combination of modes (ie multimodal).
Neologism
A newly invented word or term (eg scientific words such as quarks,
technological words like e-mail, the internet and new words incorporating two
known words to make an entirely new word such as ‘slithy’ from ‘slimy’ and
‘lithe’).
Holdaway list
A list of 406 words that comprise approximately 75 per cent of any book that
a student will read. The student is given the words in isolation. It is used to
assess the student’s ability to recognise basic high frequency words (refer to
Holdaway D (1990) Independence in reading. 3rd edition, Melbourne: Ashton
Scholastic Australia).
Idiom(atic)
This refers to an expression that has meaning that differs from its literal
one (eg raining cats and dogs). Idioms also include slang and
euphemisms.
Modality
This refers to the elements of the language that express the speaker’s
judgment or assessment of certainty, frequency, inclination and obligation.
These include:
• may, might, should, could, must, have to (eg You must always cover it.)
• probably, certainly, always (eg She always wins.)
• I believe, I hope, I think (eg I think that’s right.).
Nominalisation
The process of changing elements of the grammar (eg verbs, adjectives or
conjunctions into nouns or noun phrases). Refer to English as a second
language, Stage 1 and Stage 2 curriculum statements, Board approved
curriculum statement subject to editing, approved December 2003 for
teaching in 2005, The Senior Secondary Assessment Board of South
Australia, South Australian Certificate of Education, accessed at
<http://www.ssabsa.sa.edu.au> on 29 October 2004.
Noun groups
A group of words in which the head word is a noun and all the other words
serve to specify, quantify, describe, classify or qualify that noun (eg Some of
the beautifully wrapped Christmas presents under the tree had been
opened.).
Some of
the
beautifully wrapped
Christmas
presents
quantifies
specifies
describes
classifies
head word
under the
tree
qualifies
94
Personification is a type of metaphor in which the attributes of a person are
transferred to inanimate or abstract things (eg The leaves danced in the
breeze. Terror enveloped them.).
frequent use as indicated and other words may now feature. For a full list of
the 2000 words most frequently written by Adelaide children in this study
refer to: Education Department of South Australia (1984) Spelling R–7
language arts. Adelaide SA: Education Department of South Australia.
Phonological knowledge
Tense
Personification
Encompassing phonemic awareness and phonics. It includes the awareness of
the sound components of spoken language, discriminating between sounds
and words, detecting rhyme and alliteration, manipulation of speech sounds
and blending of sounds.
POOCH
Problem, Options, Outcome, Choice, How did it go?
Drug and Alcohol Council of South Australia (1989) Learning to
choose: A comprehensive drug education program for primary schools.
Q cubes
Q cubes are a set of dice that have the Question Matrix questions printed on
their faces.
Question matrix
A visual tool to assist in devising a range of questions around a topic or idea.
It is a matrix of 36 question starters that are based on Bloom’s Taxonomy.
Relative pronouns
Pronouns (who, which, that, whose, whom) whose function is to relate
something back to something primary (eg The woman who told me is sitting
over there.).
Salisbury list
A list of words compiled from samples of children’s writing in year levels
3–7. This study was undertaken at Salisbury CAE in1978–79. The first 300
words listed made up approximately 72 per cent of the words written by
children in the study. Some of the words listed may not currently be in such
The tense is the setting in time of a clause.
Primary tenses are the past, present and future. For example:
past: I ate, I said
present: I eat, I know what you mean.
future: I will eat, I will have it later.
Secondary tenses are those that are a combination of the primary tenses. For
example:
the present happening in the past: I was eating my dinner.
the past happening in the present: I have eaten my dinner.
the past happening in the past: I had eaten my dinner.
Topic sentence
The sentence that summaries or organises the content of the paragraph. In
expositions the topic sentence is often found at the beginning of the
paragraph. However, it may appear anywhere in the paragraph.
Webquest
An ICT problem-solving activity that has a range of websites on a particular
topic. Students use Webquest to research topics, using hyperlinks to find
information. For more information see:
<http://www.curriculum.edu.au/communities/englishednet/m3_curric.htm#3>.
For further reference see: Department of Education, Training and
Employment (2002) South Australian Curriculum, Standards and
Accountability Framework—English as a second language. Adelaide SA:
DETE.
95
RESOURCES
EARLY YEARS
REFERENCES
Curriculum Corporation (2000) Literacy benchmarks. Years 3, 5 and 7. Writing, spelling and reading with professional elaboration. Carlton Victoria: Curriculum Corporation.
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education and Children’s Services (1997) Early literacy: Practices and possibilities. Adelaide SA: DECS.
Department of Education and Children’s Services (1997) Spelling—From beginnings to independence. Adelaide SA: DECS.
Department of Education, Training and Employment (2002) School entry assessment. Planning for learning. English literacy and numeracy, part A. Information for educators.
Revised edition. Adelaide SA: DETE.
Department of Education, Training and Employment (2002) School entry assessment. Planning for learning. English literacy and numeracy, part B. Learner record. Revised edition.
Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Education Department of South Australia (1985) Handwriting South Australian modern cursive. R–7 language arts. Adelaide SA: Education Department of South Australia.
Education Department of South Australia (1984) Spelling R–7 language arts. Adelaide SA: Education Department of South Australia.
SUGGESTED RESOURCES
Board of Studies New South Wales (2002) English. Years K–6. Draft syllabus. New South Wales: Board of Studies.
Department of Education (1997) Teaching readers in the early years. Victoria: Longman Australia.
Education Department of Western Australia (1994) First steps. Oral language developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Oral language resource book. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Reading developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Reading resource book. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Spelling developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Spelling resource book. Longman Australia Pty Limited.
96
Education Department of Western Australia (1994) First steps. Writing developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Writing resource book. Longman Australia Pty Limited.
Holdaway D (1990) Independence in reading. 3rd edition. Melbourne Victoria: Ashton Scholastic Australia.
Lutheran Schools South Australia District Office (2001) English—A developmental continuum for Lutheran schools. Adelaide SA: South Australia District Office.
PRIMARY YEARS
REFERENCES
Curriculum Corporation (2000) Literacy benchmarks. Years 3, 5 and 7. Writing, spelling and reading with professional elaboration. Carlton, Victoria: Curriculum Corporation.
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education and Children’s Services (1997). Spelling—From beginnings to independence. Adelaide SA: DECS.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Education Department of South Australia (1985) Handwriting South Australian modern cursive. R–7 language arts. Adelaide SA: Education Department of South Australia.
SUGGESTED RESOURCES
Education Department of Western Australia (1994) First steps. Oral language developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Oral language resource book. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Reading developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Reading resource book. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Spelling developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Spelling resource book. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Writing developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Writing resource book. Longman Australia Pty Limited.
97
MIDDLE YEARS
REFERENCES
Curriculum Corporation (2000) Literacy benchmarks. Years 3, 5 and 7. Writing, spelling and reading with professional elaboration. Carlton, Victoria: Curriculum Corporation.
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education and Children’s Services (1997) Spelling—From beginnings to independence. Adelaide SA: DECS.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Education Department of South Australia (1985) Handwriting South Australian modern cursive. R–7 language arts. Adelaide SA: Education Department of South Australia.
Freebody P & Luke A (1990) ‘Literacies programs: Debates and demands in cultural context.’ Australian Journal of ESL: 5:3, pp 7–16.
SUGGESTED RESOURCES
Education Department of Western Australia (2001) Make their heads spin. Improving learning in the Middle Years. Carlton Victoria: Curriculum Corporation.
Education Department of Western Australia (2001) Success for all: Selecting appropriate learning strategies. Carlton Victoria: Curriculum Corporation.
Education Department of Western Australia (1994) First steps. Writing developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Writing resource book. Longman Australia Pty Limited.
Lutheran Schools South Australia District Office (2001) English—A developmental continuum for Lutheran schools. Adelaide SA: South Australia District Office.
Pohl M (2000) Teaching complex thinking. Critical creative caring. Hawker Brownlow Education Australia.
Pohl M (1997) Teaching thinking in the primary years. A whole school approach. Hawker Brownlow Education Australia.
MIDDLE–SENIOR YEARS
REFERENCES
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education and Children’s Services R (1997) Spelling—From beginnings to independence. Adelaide SA: DECS.
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Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2000) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Education Department of South Australia (1985) Handwriting South Australian modern cursive. R–7 language arts. Adelaide SA: Education Department of South Australia.
Freebody P & Luke A (1990) ‘Literacies programs: Debates and demands in cultural context.’ Australian Journal of ESL: 5:3, pp 7–16.
SUGGESTED RESOURCES
Education Department of Western Australia (2001) Make their heads spin. Improving learning in the Middle Years. Carlton Victoria: Curriculum Corporation.
Education Department of Western Australia (2001) Success for all: Selecting appropriate learning strategies. Carlton Victoria: Curriculum Corporation.
Education Department of Western Australia (1994) First steps. Writing developmental continuum. Longman Australia Pty Limited.
Education Department of Western Australia (1994) First steps. Writing resource book. Longman Australia Pty Limited.
Lutheran Schools South Australia District Office (2001) English—A developmental continuum for Lutheran schools. Adelaide SA: South Australia District Office.
Pohl M (2000) Teaching complex thinking. Critical creative caring. Hawker Brownlow Education Australia.
Pohl M (1997) Teaching thinking in the primary years. A whole school approach. Hawker Brownlow Education Australia.
R–10 SUGGESTED WEBSITES
Assessment for Learning: CMS.curriculum.edu.au/assessment/default.asp
Department of Education Tasmania: www2.education.tas.gov.au/
EdNA Online for English Teachers: www.edna.edu.au/edna/page1027.html
English EdNet (a curriculum community for English and Literacy Educators): www.curriculum.edu.au/communities/englishednet/
Literacy assessment: Strategies from the National School English Literacy Survey: www.in2assessment.edu.au
MyRead (strategies for teaching reading in the Middle Years): www.myread.org.au
NSW Board of Studies—English resources: www.bosnsw-K6.nsw.edu.au/english/english_index.html
SACSA—Ideas for practice: www.sacsa.sa.edu.au/index_fsrc.asp?t=IFP
The South Australian literacy and numeracy network: www.thenetwork.sa.edu.au
UK National Curriculum online: www.nc.uk.net/webdar/servlet/XRM?page/@id=6004&subject/eid=5985
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R–10 OUTREACH AND OTHER SERVICES
Aboriginal Education Resource Centre (DECS), 5 Harewood Avenue, Enfield SA 5085 Phone (08) 8343 6500 Fax (08) 8343 6515 Web www.aboriginaleducation.sa.edu.au
Adelaide Festival Centre Education Service, King William Road, Adelaide SA 5000 Phone (08) 8216 8861 Fax (08) 8212 7849
Adelaide Zoo Education Service, Frome Road, Adelaide SA 5000 Phone (08) 8267 2434 Fax (08) 8239 1329
Arbury Park Outdoor School, Arbury Park Road, Bridgewater SA 5155 Phone (08) 8339 3237 Fax (08) 8339 3313
Art Gallery of SA Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7033 Fax (08) 8207 7070
Botanic Gardens of Adelaide Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8222 9344 Fax (08) 8222 9399
Languages and Multicultural Resource Centre (DECS), 12 Robson Road, Hectorville SA 5073 Phone (08) 8366 8532 Fax (08) 8365 0571 Web www.lmrc.sa.edu.au
Migration Museum Education Service, 82 Kintore Avenue, Adelaide SA 5000 Phone (08) 8207 7586 Fax (08) 8207 7591
Parliament House Education Service, Parliament House, North Terrace, Adelaide SA 5000 Phone (08) 8237 9386 Fax (08) 8212 5792
SA Law Court Education Service, Adelaide Magistrates Court, 260–280 Victoria Square, Adelaide SA 5000 Phone (08) 8204 0452 Fax (08) 8204 8490
SA Maritime Museum Education Service, 119 Lipson Street, Port Adelaide SA 5015 Phone (08) 8207 6255 Fax (08) 8207 6266
SA Museum Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7429 Fax (08) 8207 7430
Special Education Resource Unit, 72A Marlborough Street, Henley Beach SA 5022 Phone (08) 8235 2871 Fax (08) 8235 1907 Web web.seru.sa.edu.au
Tape Services, 266 Port Road, Hindmarsh SA 5007 Phone (08) 8241 5615 Fax (08) 8241 5708 Web www.tapeservices.sa.edu.au
Technology School of the Future, Education Development Centre, Milner Street, Hindmarsh SA 5007 Phone (08) 8463 5999 Fax (08) 8463 5900
The Investigator Science and Technology Centre, Days Road, Regency Park SA 5010 Phone (08) 8348 2400 Fax (08) 8346 6311
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TYPICAL GENRES IN EDUCATION CONTEXTS AND THEIR SOCIAL PURPOSES
Genre
Story
genres
Narrative and traditional
stories such as fables
Personal recount
Factual
genres
Description
Information report
- taxonomic
- descriptive
Practical report
Recount
- biographical
- historical
Historical account
Response
genres
Explanation
- sequential
- causal
Expository genres
- argument
Š analytical
Š hortatory
- discussion
Procedure
Personal response
Review
Interpretation
Critical response
Purpose
To entertain as well as to instruct the reader or listener about cultural values.
To record chronologically a series of past personal events in order to entertain, and to form and build on
relationships.
To describe some of the features of particular people, places or things. This can lead to the ‘Appearance’ stage
in information reports, for example.
To provide accurate and relevant information about our living and non-living world. Reports often include
visual texts. A taxonomic report will usually answer the question: What kinds? while a descriptive report will
answer: What about? (eg A report entitled Whales will usually be taxonomic, while one entitled The Humpback
Whale will be descriptive).
To provide a recount of the method undertaken in a practical, as well as the results and the conclusions.
To relate chronologically a series of past events in order to inform. These events may concern an individual
other than the writer (biographical recounts), or may be about events that occurred in a specific historical period
(historical recounts).
To account for why events occurred during a particular time in history. This builds on an historical recount by
providing the causes for events.
To explain how and why processes occur in our social and physical worlds. Sequential explanations connect the
events in a process chronologically. Causal explanations not only connect the events in a process
chronologically but do so causally as well.
To present arguments on an issue.
An analytical argument attempts to persuade the reader/listener to agree with a particular point of view. An
hortatory argument presents arguments and also tries to persuade the reader/listener to take some action.
Discussions present the case for more than one point of view about an issue.
To instruct someone to make or do things.
To respond personally to a culturally significant work.
To assess the appeal and value of a culturally significant work, providing some information about the text and
evaluation.
To interpret what a culturally significant work is trying to say, providing some information from the work to
support the interpretation.
To critique a culturally significant work by analysing and making transparent the cultural values of the work,
providing evidence to support the challenges the response makes.
Adapted from resources by the Write it Right Project of the Disadvantaged Schools Program, Metropolitan East Region, NSW Department of School Education
For further reference see: Derewianka B (1991) Exploring how texts work. PETA.
Droga L & Humphrey S Grammar and meaning: An introduction for primary teachers.
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