Learning continuum
Comprehending texts through listening, reading and viewing
Students:
Comprehend texts
- use behaviours that are not intentionally directed at another person to:
- attend to, respond to or show interest in familiar people, texts, events and activities
Composing texts through speaking, writing and creating
Students:
Compose texts
- use behaviours that are not intentionally directed at another person to:
- refuse or reject
- reflect a preference or desire
- reflect state of wellbeing, for example contentment, joy, worry, pain
- reflect a physical state, for example hot, cold, nausea
Text knowledge
Students:
Level 1e is the starting point for this sub-element
Grammar knowledge
Students:
Level 1e is the starting point for this sub-element
Word Knowledge
Students:
Level 1e is the starting point for this sub-element
Visual Knowledge
Students:
Level 1e is the starting point for this sub-element
Comprehending texts through listening, reading and viewing
Students:
Comprehend texts
- use informal behaviours that show consistent anticipation of events in regular routines to:
- attend consistently to familiar texts
- respond consistently to social interactions with familiar people
- demonstrate anticipation of predictable events
- respond to questions
- respond to requests
Composing texts through speaking, writing and creating
Students:
Compose texts
- use informal behaviours to intentionally communicate a single message consistently in familiar environments with familiar people, such as to:
- refuse or reject
- express a preference
- request the continuation of an activity
- request something new
- request more
- request attention
Text knowledge
Students:
Level 1e is the starting point for this sub-element
Grammar knowledge
Students:
Level 1e is the starting point for this sub-element
Word Knowledge
Students:
Level 1e is the starting point for this sub-element
Visual Knowledge
Students:
Level 1e is the starting point for this sub-element
Comprehending texts through listening, reading and viewing
Students:
Comprehend texts
- use conventional behaviours and/or concrete symbols consistently in an increasing range of environments and with familiar and unfamiliar people to:
- respond to a sequence of gestures, objects, photographs and/or pictographs, for example follow a visual schedule to complete a task
- respond to texts with familiar structures, for example by responding to a question
- respond to requests
Composing texts through speaking, writing and creating
Students:
Compose texts
- use conventional behaviours and/or concrete symbols to intentionally communicate more than one idea at a time consistently across an increasing range of environments with familiar and unfamiliar people, such as to:
- refuse or reject
- request items, people or events present at the time
- create texts, for example to comment on a recent event, story or shared experience
Text knowledge
Students:
Level 1e is the starting point for this sub-element
Grammar knowledge
Students:
Level 1e is the starting point for this sub-element
Word Knowledge
Students:
Level 1e is the starting point for this sub-element
Visual Knowledge
Students:
Level 1e is the starting point for this sub-element
Comprehending texts through listening, reading and viewing
Students:
Comprehend texts
- use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to:
- work out the meaning of texts with familiar structures, such as illustrated books, printed words, Braille texts and pictographs , using knowledge of context and vocabulary
- respond to questions, sequence events and identify information from texts with familiar structures
- use information in texts to explore a topic
Composing texts through speaking, writing and creating
Students:
Compose texts
- use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to communicate intentionally and consistently in different contexts and with different people to:
- create texts with familiar structures such as speech, simple print texts, keyboard texts, illustrations, pictographs
- comment on people, events and objects in the past, present and future and to ask questions
- convey knowledge about learning area topics
Text knowledge
Students:
Level 1e is the starting point for this sub-element
Grammar knowledge
Students:
Level 1e is the starting point for this sub-element
Word Knowledge
Students:
Level 1e is the starting point for this sub-element
Visual Knowledge
Students:
Level 1e is the starting point for this sub-element
Comprehending texts through listening, reading and viewing
Typically by the end of Foundation Year, students:
Navigate, read and view learning area texts
Examples:
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret simple texts using comprehension strategies
Examples:
- relating information to own experience, sequencing events, and drawing on information in illustrations
Composing texts through speaking, writing and creating
Typically by the end of Foundation Year, students:
Compose spoken, written, visual and multimodal learning area texts
- compose short learning area texts, with support, to record and report ideas and events
Examples:
incorporating:
- expressive language such as speech or sign
- early writing knowledge
- drawing and other visual elements
Use language to interact with others
- use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts
Examples:
- sharing likes and dislikes
Deliver presentations
- plan and deliver short presentations related to learning area topics
Text knowledge
Typically by the end of Foundation Year, students:
Use knowledge of text structures
- use knowledge of some basic differences between imaginative and informative texts to select and use texts and compose simple learning area texts with teacher support
Examples:
- selecting an informative text to find information
Mathematics examples
- patterns
- simple statements of comparison
- days of the week
- yes/no questions
Science examples
- questions and answers
- statements of observations
- drawings to represent ideas
History examples
- simple sequences of familiar objects and events
- questions and answers
- narratives about the past
Use knowledge of text cohesion
- use beginning knowledge of how language is used to comprehend and compose written texts with support
Examples:
- using spaces between words and return sweep when writing
Grammar knowledge
Typically by the end of Foundation Year, students:
Use knowledge of sentence structures
- use simple sentences to record ideas and events with emerging knowledge of word order
Examples:
- using simple sentences to record and report events
Use knowledge of words and word groups
- recognise that texts are made up of words and groups of words that make meaning
Examples:
- matching spoken words to written words when reading
Express opinion and point of view
- use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes
Word Knowledge
Typically by the end of Foundation Year, students:
Understand learning area vocabulary
Use spelling knowledge
- spell words using growing sound and letter knowledge and spell words with regular letter patterns
Examples:
- showing attempts at sound–letter matching to spell new words
Visual Knowledge
Typically by the end of Foundation Year, students:
Understand how visual elements create meaning
- recognise the different meanings of words and images in imaginative and informative texts
Examples:
- identifying an object in a text in word and illustration
Comprehending texts through listening, reading and viewing
Typically by the end of Year 2, students:
Navigate, read and view learning area texts
Examples:
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies
Examples:
- drawing on prior knowledge, and interpreting illustrations and simple graphics
Composing texts through speaking, writing and creating
Typically by the end of Year 2, students:
Compose spoken, written, visual and multimodal learning area texts
- compose and edit a small range of learning area texts
Examples:
incorporating:
- known topic information
- familiar language structures
- illustrations and simple graphics
Use language to interact with others
- use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts
Examples:
- sharing ideas for conducting an investigation
Deliver presentations
- plan, rehearse and deliver short presentations on learning area topics, incorporating some visual and multimodal elements
Text knowledge
Typically by the end of Year 2, students:
Use knowledge of text structures
- use knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with some teacher support
Examples:
- creating a recount of steps in a process in sequence
Mathematics examples
- calendars
- simple maps
- word problems
- reports of steps in a process
- data displays such as lists and graphs
Science examples
- reports of steps in a process
- descriptions of observations
- annotated diagrams of observed objects or living things
- sequential explanations, for example explaining personal growth and changes from birth, life stages in animals
History examples
- historical retellings of an event
- narratives built around historical events
- descriptions of h istorical people and places
Grammar knowledge
Typically by the end of Year 2, students:
Use knowledge of sentence structures
- use simple and compound sentences to record observations, and make connections between ideas
Examples:
- linking clauses with a conjunction such as 'and', 'but' or 'so'
Use knowledge of words and word groups
Express opinion and point of view
- identify and use language that expresses feelings and opinions, and compares and evaluates people and things
Examples:
- using adjectives to compare two elements (faster, older) and more than two (fastest, oldest)
Word Knowledge
Typically by the end of Year 2, students:
Understand learning area vocabulary
- use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts
Examples:
- using new terms in a spoken report
Use spelling knowledge
- spell topic words, new words with regular letter patterns and some common irregular words, and recognise meaning relationships between words such as ''play', 'playing', 'playground'
Examples:
- spelling known words accurately and consistently
Visual Knowledge
Typically by the end of Year 2, students:
Understand how visual elements create meaning
- describe how images add to, contradict or multiply the meanings of words in a text, and compare images with the accompanying print text
Examples:
- identifying added information provided by an image
Comprehending texts through listening, reading and viewing
Typically by the end of Year 4, students:
Navigate, read and view learning area texts
Examples:
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret literal information and make inferences to expand topic knowledge using comprehension strategies
Examples:
- linking print text and graphics, asking and answering questions and finding the main idea
Composing texts through speaking, writing and creating
Typically by the end of Year 4, students:
Compose spoken, written, visual and multimodal learning area texts
- compose and edit a range of learning area texts
Examples:
incorporating:
- known and some researched information
- some more extended language features
- illustrations and different types of graphics
Use language to interact with others
- use pair, group and class discussions about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts
Examples:
- discussing data gathered in an investigation
Deliver presentations
- plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visual and multimodal elements
Text knowledge
Typically by the end of Year 4, students:
Use knowledge of text structures
- use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts
Examples:
- creating an information report to present researched information
Mathematics examples
- reports of a process
- procedures on how to make mathematical shapes or complete a process
- data displays to represent information
- oral and written reports of group tasks
- multiplication and division word problems
Science examples
- reports of a process
- information reports of procedures on how to design objects or processes
- annotated diagrams that illustrate relationships or processes
- descriptions of observed objects, living things or phenomena
- causal explanations, for example explaining how the properties and use of materials could lead to pollution
History examples
- historical reports of an event
- historical narratives told from a particular perspective
- descriptions of an historical figure or place
Grammar knowledge
Typically by the end of Year 4, students:
Use knowledge of sentence structures
- use simple, compound and complex sentence structures to describe, explain, report and make connections between ideas and events
Examples:
- using before/after to explain a time relationship
Use knowledge of words and word groups
- recognise and use adverbs and prepositional phrases that provide detailed descriptions in the learning areas
Examples:
- reporting an action such as 'The block slid slowly down the slope'
Express opinion and point of view
- differentiate between the language of opinion and feeling and the language of factual reporting or recording
Examples:
- identifying verbs used to express opinion (think, believe) and report findings (found, observed)
Word Knowledge
Typically by the end of Year 4, students:
Understand learning area vocabulary
- use growing subject-specific vocabulary to read, discuss and write about learning area topics
Examples:
- using new topic vocabulary accurately in a written report
Use spelling knowledge
- spell topic words, more complex irregular words, regular words and word families containing known letters and letter clusters, and use strategies for attempting unknown words
Examples:
- writing new topic words with growing accuracy
Visual Knowledge
Typically by the end of Year 4, students:
Understand how visual elements create meaning
- identify the effects of choices in the construction of images, including framing and composition
Examples:
- identifying the relationship between elements in an image
Comprehending texts through listening, reading and viewing
Typically by the end of Year 6, students:
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies
Examples:
- linking and summarising information from different sources
Composing texts through speaking, writing and creating
Typically by the end of Year 6, students:
Compose spoken, written, visual and multimodal learning area texts
- compose and edit learning area texts
Examples:
combining:
- information from several sources
- more formal and extended language features to report information and express opinions
- a range of graphics
Use language to interact with others
- use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
Examples:
- comparing solutions to a problem
Deliver presentations
- plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences
Text knowledge
Typically by the end of Year 6, students:
Use knowledge of text structures
- use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
Examples:
- creating a multimodal text to explain a process or set of events
Mathematics examples
- survey questions and reports
- procedures on how to make mathematical shapes or complete a process
- data displays with and without digital technologies
- explanations of mathematical processes
- recounts and evaluations of group tasks
- word problems involving addition and subtraction of fractions
Science examples
- reports and evaluations of investigations
- information reports using multi-source research
- procedures on how to carry out a particular process or investigation using active voice
- causal explanations, for example explaining the effect of a change state caused by heating and cooling familiar substances
History examples
- historical recounts of a series of events with some summative commentary
- historical narratives that retell past events, for example from a particular personal or cultural perspective
- detailed descriptions of particular places from the past demonstrating use of source material
- persuasive texts, for example presenting a particular point of view in relation to an historical event or figure
Use knowledge of text cohesion
- use knowledge of how cohesive links can be made in texts through omitting and replacing words
Examples:
- substituting a general word for a specific one previously mentioned
Grammar knowledge
Typically by the end of Year 6, students:
Use knowledge of sentence structures
- use simple, compound and complex sentence structures to record, explain, question, describe and elaborate ideas and events
Examples:
- using conjunctions to indicate time (while), manner (as), cause (because), concession (although, while)
Use knowledge of words and word groups
Examples:
- expanding a verb group such as
- 'He waited.'
- 'He/ had been waiting/ for a long time'
Express opinion and point of view
- use subjective, objective and evaluative language, and identify bias
Examples:
Word Knowledge
Typically by the end of Year 6, students:
Understand learning area vocabulary
- use vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning
Examples:
- using technical vocabulary to explain a process
Use spelling knowledge
Examples:
- demonstrating good spelling knowledge in attempts at unknown words
Visual Knowledge
Typically by the end of Year 6, students:
Understand how visual elements create meaning
- explain how analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts
Examples:
- selecting a graph to present information
Comprehending texts through listening, reading and viewing
Typically by the end of Year 8, students:
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Examples:
- checking the credibility of sources
Composing texts through speaking, writing and creating
Typically by the end of Year 8, students:
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Examples:
incorporating:
- researched and analysed information
- complex language features to explore topics and express and support opinions
- a wide range of graphics
Use language to interact with others
- use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Examples:
- considering data and sharing and supporting opinions
Deliver presentations
- plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
Text knowledge
Typically by the end of Year 8, students:
Use knowledge of text structures
- use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others
Examples:
- adapting digital text elements to create a persuasive text
Mathematics examples
- survey questions and reports
- procedures on how to complete a mathematical task or process
- data displays with and without digital technologies
- explanations of mathematical processes
- recounts and evaluations of group tasks
- word problems involving profit and loss
Science examples
- reports and evaluations of individual and group investigations
- factual reports using multi-source research
- persuasive texts to argue for a particular course of action
- discussion texts with supporting evidence to present both sides of a contentious issue and a conclusion
- procedures on how to carry out a particular process or investigation using passive voice
- consequential explanations, for example explaining how the flammability or corrosiveness of a substance affects its use
History examples
- historical recounts of a series of events with some summative commentary
- historical narratives that retell past events, for example from a particular personal or cultural perspective
- detailed descriptions, for example of particular places from the past demonstrating use of evidence from sources
- explanations that, for example, present the causes of an event
- discussion texts with supporting evidence
Use knowledge of text cohesion
- use knowledge of word functions to make connections in texts
Examples:
- sequencing a text (firstly), developing an argument (therefore) and signalling a conclusion (in conclusion)
Grammar knowledge
Typically by the end of Year 8, students:
Use knowledge of sentence structures
- control a range of simple, compound and complex sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Examples:
- using conjunctions such as 'if', 'while' to express logical relationships
Use knowledge of words and word groups
- recognise and use aspects of language to suggest possibility, probability, obligation and conditionality
Examples:
- using structures such as 'It might have been possible to…'
Express opinion and point of view
- use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer
Examples:
- identifying evaluations achieved through word choice
Word Knowledge
Typically by the end of Year 8, students:
Understand learning area vocabulary
Visual Knowledge
Typically by the end of Year 8, students:
Comprehending texts through listening, reading and viewing
Typically by the end of Year 10, students:
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
- interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
Examples:
- identifying embedded perspectives and evaluating supporting evidence
Composing texts through speaking, writing and creating
Typically by the end of Year 10, students:
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Examples:
incorporating:
- researched and evaluated information
- complex language features to interpret and analyse challenging and complex issues
- an extensive range of graphics
Use language to interact with others
- use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Examples:
- participating in a formal debate on an aspect of a topic being studied
Deliver presentations
- plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Text knowledge
Typically by the end of Year 10, students:
Use knowledge of text structures
- use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
Examples:
- creating a multimodal text to present, argue and justify a course of action
Mathematics examples
- survey questions and reports
- procedures on how to complete a mathematical task or process
- data displays with and without digital technologies
- explanations of mathematical processes
- recounts and evaluations of group tasks
- word problems involving algebraic equations
Science examples
- reports and evaluations of investigations
- factual reports using multi-source research
- evidence-based arguments using appropriate scientific language, conventions and representations to justify a position and persuade others
- discussion texts that, for example, present a point of view on a contentious issue with supporting evidence
- theoretical explanations, for example explaining the relationship between DNA, genes and chromosomes using models and diagrams
History examples
- historical recounts of a series of events or developments within a chronological framework with some summative or evaluative commentary
- explanations that, for example, consider past events from a particular personal or cultural perspective
- detailed descriptions of particular places from the past demonstrating use of evidence from primary and secondary sources, using appropriate referencing
- discussion texts that, for example, present historical arguments with supporting evidence
Use knowledge of text cohesion
Examples:
- using paragraphing, and providing examples, quotations and substantiation of claims
Grammar knowledge
Typically by the end of Year 10, students:
Use knowledge of sentence structures
- control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis
Examples:
Use knowledge of words and word groups
- develop higher order concepts in academic texts through language features that compact and generalise ideas
Examples:
- using nominalisation, technical and abstract vocabulary
Express opinion and point of view
- use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgments
Examples:
- identifying evaluations achieved through exaggeration, irony, understatement and parody
Word Knowledge
Typically by the end of Year 10, students:
Understand learning area vocabulary
- use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
Examples:
- using vocabulary to express, argue and justify a point of view
Use spelling knowledge
- use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words
Examples:
- spelling accurately on almost all occasions
Visual Knowledge
Typically by the end of Year 10, students:
Understand how visual elements create meaning
- evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances
Examples:
- identifying the most effective image to include in a report