Jan Hagston
[email protected]
0418 526 555 or 9687 3553
Literacy domains
Literacy for ...
Self expression
Practical
purposes
Public debate
Knowledge
(Oral Communication: Exploring
issues and problem
solving
Write a recount,
narrative or
expressive text
Write an
instructional or
transactional text
Write a report,
explanatory or
expository text
Write a
persuasive,
argumentative or
discursive text
Demonstrate that
meaning has
been gained from
reading a
narrative, recount
or expressive text
Demonstrate that
meaning has
been gained from
reading an
instructional or
transactional text
Demonstrate that
meaning has
been gained from
reading an
explanatory,
expository or
informative text
Demonstrate that
meaning has
been gained from
reading a
persuasive,
discursive or
argumentative
text
Example of learning outcome for writing
LEARNING OUTCOME 3
Writing for Knowledge
Write a report, explanatory or expository text.
Elements
All elements must be met in the one assessment task/activity.
Writing process
a) Use the processes of planning, drafting and editing to produce written texts.
Purpose
b) Use language and tone appropriate to text purpose and audience.
Structure
c) Sequence and structure information and ideas logically to suit purpose.
Length/complexity
d) Relate several separate pieces of factual information within a text rather than
treating them as separate units and reach a conclusion.
Mechanics
e) Spell, punctuate and use grammar with reasonable accuracy.
Foundation
Intermediate
Senior
Write a short persuasive
and/or argumentative text
expressing a point of view on a
familiar subject.
Write a persuasive,
argumentative or discursive
text.
Write a complex persuasive,
argumentative or discursive
text.
a) Use the processes of
planning, drafting and editing
to produce written texts.
Writing process
a) Use the processes .......
Writing process
Purpose
Purpose
Structure
Structure
Writing process
Purpose
b) Use language and tone
appropriate to text purpose
and audience.
Structure
c) Sequence &structure ideas
and arguments coherently.
b) Use language and tone ...
c) Sequence and structure
ideas and arguments to suit
purpose.
c) Organise ideas and
arguments to suit purpose.
Length/complexity
Mechanics
Mechanics
d) Write at least one paragraph
or equivalent.
e) Provide supporting evidence,
which may be broad or
general, for a point of view.
f) Spell, punctuate and use
grammar sufficiently for the
meaning to be understood.
f) Spell, punctuate and use
grammar with reasonable
accuracy.
Mechanics
b) Use language and tone ...
Length/complexity
d) Relate several ideas or
pieces of information within a
text rather than treating them
as separate units.
e) Provide evidence & argue
persuasively for a point of
view.
Length/complexity
a) Use the processes .....
d) Provide & integrate evidence
to support own argument.
e) In an argumentative or
discursive text acknowledge
and rebut opposing point/s of
view.
f) Spell, punctuate and use
grammar with considerable
accuracy.
Example of learning outcome for reading
LEARNING OUTCOME 5
Reading for Self Expression
Demonstrate that meaning has been gained from reading a narrative, recount or
expressive text.
Elements
All elements must be met in the one assessment task/activity.
Purpose
a) Identify the purpose of the text including any inferred purpose.
Comprehension
b) Identify main ideas and key words used to express them.
c) Identify the means used by the author to achieve the purpose of the text.
Application
d) Compare or contrast with other texts.
Critique
e) Express an opinion on the effectiveness of text.
Additional information
LEARNING OUTCOME 1: Writing for Self Expression
Write a short recount, narrative or expressive text on a familiar subject.
Educational practices
This section supports the interpretation of the learning outcome and elements.
Teaching/learning strategies
Text awareness activities such as class exploration of a range of personal texts – stories, journals,
autobiographies, personal profiles and poems – to become familiar with key features of the
genre. The Internet could be a source of any of these texts.
Pre-writing activities such as group discussion of topics of personal interest, sharing personal
anecdotes or favourite stories.
Supported writing activities such as teacher transcription of a range of students’ experiences,
teacher modelling of key discourse features, joint construction of texts, cloze exercises,
jumbled sentences, sentence starters, speed writing and speed copying.
Computer based activities such as using the cut and paste facility to try out alternative sequencing
of a narrative, using word processing program to edit a text, visiting websites on familiar
topics.
Spelling/vocabulary activities such as brainstorming the spelling of key terms from the topic,
looking for common letter patterns, memorising sight words, recognising ‘sound-alike’ words,
understanding sound/spelling relationships, using prefixes and suffixes, breaking words into
syllables, constructing personalised word lists, using a dictionary. Computer software could be
the source of any of these activities.
Additional information
Content/underpinning knowledge
This section details the suggested reading and writing content. The subject matter/topic used as a vehicle to deliver
this content is not prescribed and may be determined by the teacher and/or students.
The underpinning knowledge may include, but is not restricted to:
Writing process


stages or processes of writing – planning, drafting, editing
the use of a computer for drafting, editing and production of the text
Purpose





identification of the audience of the text – who needs to read and understand it
identification of the purpose of the text – what will connect on a personal or imaginative level with the reader
recognition of the difference between private and public writing, for example presentation, attention to spelling
use of appropriate language for audience and purpose, for example descriptive language
formatting should be appropriate for the audience and purpose of the text
Structure



developing use of structural conventions of recount, narrative and expressive texts, for example:
◦ narrative – orientation, complication, resolution
◦ recount – orientation, events, comment
chronological sequencing of events
identification followed by description
Length/complexity



conventions of paragraph writing – development of a major topic in each paragraph; use of topic sentences
consistent use of grammatically correct simple sentence forms
occasional use of complex sentence structures
Mechanics



consistent use of upper and lower case letters
more regular use of generic grammatical forms including personal pronouns and temporal links, for example
‘since’
spelling and vocabulary development and some accurate use of vocabulary to convey meaning
Information and communications technology

a range of ICT equipment can be used as a tool in the writing process.
Additional information
Examples of assessment tasks/activities for learning outcome 1
 Where possible, more than one learning outcome should be assessed in one
task/activity and the task/activity should be grounded in a context relevant to the
student. Students should produce a folio of a recount, narrative or expressive
texts showing drafts and final texts.
 Examples of integrated assessment tasks can be found at the end of this unit.
 Where the learning outcomes are assessed separately, assessment tasks/activities
similar in complexity to one of the following may be appropriate:
 Write a recount about a personal experience, for example starting secondary
college.
 Write a personal letter, for example write to a friend about a disappointing
experience you have had. Use conventions of informal letter writing.
 Write a simple, creative expression text, for example a poem or a song.
 Write a description of people, places, activities or ideas which may be real or
imaginary.
 Write a personal email, for example to a friend about a new job or something you
have done recently.
 Use a digital camera or video as visual stimulus for writing a description or
personal story.
 Write a journal documenting work experience.
 Word limits should be determined according to complexity of ideas and writing
appropriate to this level.
Rubrics
FOUNDATION - LEARNING OUTCOME 5: Reading for Self Expression - Demonstrate that
meaning has been gained from reading a simple narrative, recount or expressive text.
Purpose
a) Identify the purpose
of the text.
Comprehension
b) Identify main ideas
and key descriptive
details in the text.
c) Explain the meaning
of key words and
phrases.
Application
d) Identify
similarities/differences
between texts on
similar subjects or with
similar text types.
Critique
e) Express an opinion on
the text or on its
subject matter.
Excellent
Good
Fair
Can clearly explain reasons
why the author wrote the
text and how the text could
be used
Can explain why the author
wrote the text. Can give an
example of how the text
could be used.
Can explain why the author
wrote the text.
Understands that the text
has a purpose but unable
to explain what the
purpose is.
No understanding
that the text has a
purpose.
Is able to clearly state the
main ideas and all key
details.
Can give main ideas and
one or two key details.
Can identify the main ideas
and one or two details but
not necessarily the key
ones.
Can state one main idea.
Not able to state the
main ideas/s or any
key details.
Can clearly explain the
most of all key words and
phrases.
Can explain the meaning of
most key words and
phrases.
Can explain the meaning of
two or three key words and
phrases and/or use a
substitute word or phrase
with similar or the same
meaning.
Can identify some key
words and phrases and can
explain the meaning of one
or use a substitute word or
phrase with similar or the
same meaning.
Unable to explain
the meaning of any
key words or
phrases.
Can identify texts on the
same topic and give
examples of how the
content is similar and/or
different.
Can identify texts on the
same topic and can give
one or two examples of
how the content is similar
and /or different.
Understands that two texts
are on the same topic but
not able to point out
similarities or differences.
Does not
understand that two
texts are on the
same topic.
Identifies texts on the same
subject but with different
purposes
States if they agree or
disagree with the text
overall and gives examples
of why using the detail in
the text.
States if they agree or
disagree with the text
overall and some of the
points/ideas/characters in
it.
States if they agree or
disagree with the text.
Not able to give an
opinion about the
content of the text.
Has some understanding of
the importance of words
and phrases in conveying
meaning.
Can clearly explain
similarities and/or
differences between texts
on the same topic.
Identifies texts on the same
subject but with different
purposes
Clearly states why they
agree or disagree with the
text and why. Draw on
points/ ideas/characters in
the text as well as own
opinions, knowledge,
experience, etc.
Poor
Not shown