ENGLISH
Years 1 to 10 Syllabus
This syllabus is approved for open trial from
Semester 2, 2005 to end of Semester 1, 2006.
Years 1 to 10 Syllabus
This syllabus is approved for open trial from
Semester 2, 2005 to end of Semester 1, 2006.
© Queensland Studies Authority
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Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
Contents
Strands
of the key learning area
Cultural
strand: making meanings in contexts
Operational
strand: using language systems
Critical
strand: evaluating and reconstructing meanings in texts
Substrands
of the key learning area
Levels
of the key learning area
Core,
discretionary and foundation level learning outcomes
Discretionary
learning outcomes
Foundation
Level learning outcomes
Using
learning outcomes to plan for learning and assessment
Planning
with English outcomes
Planning
across strands within a substrand of the key learning area
Planning
across substrands of the key learning area
Planning
across levels within the key learning area
Planning
across key learning areas
Planning,
using outcomes and level-specific core content
A
process for planning units of work using outcomes
Focus
on demonstrations of learning
Comprehensive
range of evidence
Integral
part of learning and teaching process.
Responsibility
for own learning and self-monitoring
Opportunities
to demonstrate learning
Gathering
and recording evidence
Making
judgments about demonstrations of learning
Consistency
of teachers’ judgments
Reporting
to students and parents/carers
Reporting
on students’ progress in relation to learning
Language,
formats and modes of reporting
In
In English, students
learn to speak, listen to, read, view, write and shape texts to make meaning
with purpose, effect and confidence in a wide range of contexts. They learn how
language use varies according to context, purpose, audience, and content, and
they develop their abilities to use this knowledge.[1]
Students develop their ability to use language to talk about language and to
reflect on and critique its use.
The study of English
occurs in a rapidly changing world — culturally, socially, economically and
technologically. Increasing social diversity, the globalisation of economies,
cultures and workplaces, as well as new information and communication
technologies, place increasingly complex demands on citizens to be
multiliterate.
Language provides
systems of choice for making meaning that are recognised in the culture. We use
language purposefully to represent experiences of real and imagined worlds, to
interact with others, and to create coherent and cohesive texts.
The study of
language helps students appreciate the social, imaginative and aesthetic uses
of language. It also helps them understand how language is used selectively.
This study helps students enjoy language and empowers them as purposeful,
critical and creative language users who know how texts transmit, maintain, negotiate
and transform cultural perspectives.
Language choices are
shaped by the interrelationships among knowledge, values and practices
(discourse), text types, subject matter, roles and relationships, and mode and
medium. These interrelationships shape the selection of textual resources from
a range of language systems (linguistic, visual, gestural, spatial and audio).
As multiliterate
citizens, students need to be able to interpret and construct face-to-face,
paper and electronic texts that use a range of language systems. They also need
to be able to draw on a repertoire of resources to interpret and construct
texts for personal, cultural, social and aesthetic purposes in their everyday
lives.
It is through literary, mass-media and everyday texts that we:
· tell the stories of cultures and promote shared cultural understandings
· contribute to the shaping of personal, group and national identities
· explore ideas, feelings and ethical questions
· reflect on knowledge, values and practices
· actively participate in the community.
To function as
active and informed citizens we need to understand how texts shape and are
shaped by knowledge, values and practices. We can then reflect critically and
take informed action, using language, texts and literacy practices to transform
our lives.
English has a
significant role in the development of literacy. Literacy is a social practice.
It is seen as the flexible and sustainable mastery of a repertoire of practices
with texts of, and produced in, traditional and new communication technologies
(Luke & Freebody 2000)[2].
Students need to be able to use a repertoire of literacy practices (code
breaking, meaning making, text using, and text analysing), suited to the purposes
and contexts of language use. They also need to be able to draw on cultural,
social, textual and cognitive resources to engage in literacy practices
associated with specific social situations.
The early years of
primary school are crucial in providing a strong foundation for learning about
language and texts, and developing practices that will be built on in later
years. As students move through the middle and secondary schools, they learn
more about the ways in which resources for meaning making from different
language systems interact and are adapted and transformed by language users to
meet their purposes.
English as a
discrete key learning area has literacy practices that need to be
systematically developed through study of and reflection on language,
particularly as it is used aesthetically and selectively. While Standard
Australian English is valued in the community there are other varieties of
English that may be used appropriately in certain contexts for particular
audiences and purposes.
This syllabus
provides the framework for the systematic study of the English language. It
allows students to explore and examine ways of knowing, being, doing, thinking,
feeling and interacting in diverse situations, times and places, within and
beyond their direct experiences.
A
sociocultural-critical model of language underpins this English syllabus. The
syllabus also draws on key features of a variety of other approaches to the
teaching of English. These include cultural heritage, personal growth/process,
skills (including phonics, spelling, punctuation), genre and critical
approaches, and multiliteracies.
The English syllabus
guides teachers in developing a balanced curriculum and informed pedagogy. It
includes a strategic selection from the above approaches in a framework that
facilitates planning and teaching for effective language learning.
The framework is
structured in three strands:
· Cultural: making meanings in contexts
· Operational: using language systems
· Critical: evaluating and reconstructing meanings in texts.
The study of English
through these three interrelated strands encourages students to develop a range
of literacy practices to help them become multiliterate, active and informed
citizens able to participate as lifelong learners in a rapidly changing world.
Relationship to further study of English
The study of English using this syllabus during the compulsory years of schooling prepares students for studies of English in the senior years. In senior studies of English, students will extend their knowledge, understanding and control of texts, language and literate practices. There are clear links between the Years 1 to 10 English Syllabus and the English Senior Syllabus (2002) and the English Communication Study Area Specification (2004).
Relationship to national statements of learning for English
The core learning outcomes and level-specific core content in this syllabus incorporate directly, or reflect, the statements made in the National Consistency in Curriculum Outcomes: Statements of Learning for English (2004). As the statements for learning are embedded in this syllabus, teachers using it will be covering the requirements for national consistency in curriculum outcomes.
This syllabus gives you a framework for planning learning experiences and assessment opportunities for your students. It details what students should know, and can do with what they know, in the Years 1 to 10 English key learning area.
The learning outcomes of the English key learning area contribute significantly to lifelong learning.
Our aim is to help students achieve these outcomes through extended engagement with texts and language, and by developing a variety of literacy practices over their compulsory schooling.
In English, students as lifelong learners:
· develop knowledge and show deep understanding of the relationships between discourse, cultural contexts, social situations and choices of textual resources when interpreting and constructing texts
· think in complex ways to make connections among texts, analyse representations and patterns of use of resources, make inferences, synthesise information, consider the consequences of choices, and generate new possibilities for texts
· create and respond imaginatively to texts by playing with structures, exploring aesthetic uses of language, innovatively using technology, and exploring the effects of choices of textual resources
· actively investigate texts, making judgments about and challenging textual representations, drawing on analysis of patterns of use of resources to support hypotheses and to form generalisations
· effectively communicate, using language clearly and accurately to achieve purposes and convey meanings of interest to different audiences, in a range of text types, in different modes and mediums
· participate confidently and constructively in interactions with others to meet individual and group needs, collaborating on tasks, taking responsibility for actions, defending decisions and negotiating conflicts
· reflect on their learnings about texts and language, considering the depth of their knowledge and the repertoire of practices they use to interpret and construct texts, and use these as a self-directed learner in new contexts.
The English key learning area has three strands:
· Cultural: making meanings in contexts
· Operational: using language systems
· Critical: evaluating and reconstructing meanings in texts.
Each strand has a distinct focus and each makes an equally important contribution to English as a key learning area. The strands are, however, interrelated and maintain the holistic nature of English.
The three strands together provide a framework for planning for learning and assessment in the English key learning area. The core learning outcomes are organised into these strands.
Table 1: Overview of the three strands
|
Core
learning outcomes What students can do with
what they know |
||
|
Cultural strand Making meanings in contexts |
Operational strand Using language systems |
Critical strand Evaluating and
reconstructing meanings in texts |
|
Cultural contexts and social situations influence the
construction and interpretation of meanings in texts. |
Textual
resources are chosen to be responsive to cultural contexts
and social situations. |
Knowledge,
values and practices of groups (discourse) influence the selective
construction and interpretation of texts. |
The Cultural strand focuses on making meaning in cultural contexts and social situations.
Students interpret and construct literary, mass-media and everyday texts in ways that demonstrate understandings of what makes texts appropriate to and effective in a cultural context and social situation.
In demonstrating outcomes in this strand, students know about and use their knowledge of how texts are influenced by the cultures and times within which they are interpreted and constructed. Students demonstrate understandings of the ways in which people shape texts according to cultural purposes.
Students know about and use their knowledge of how meaning making in social situations is influenced by the three interacting factors of how:
· subject matter influences representations of experiences of the world
· roles and relationships influence interactions with others
· mode and medium influence the creation of cohesive and coherent texts.
The Cultural strand has a complementary, interactive and interdependent relationship with the Operational and Critical strands.
Operational strand: using language systems
The Operational strand focuses on using language systems to interpret and construct spoken, written, visual and multimodal texts, taking into account the influence of cultural contexts and social situations.
Students recognise there is a choice of relevant textual resources for particular texts. Textual resources from the various language systems (linguistic, visual, gestural, spatial and audio) are selected to make meaning. These resources organise text types and express subject matter, roles and relationships, and mode and medium.
Students use language in ways that demonstrate explicit knowledge and understanding of how textual resources work interactively for particular purposes in texts.
Textual resources of several language systems operate simultaneously in multimodal texts, such as:
· films
· television advertisements
· video games
· web pages
· PowerPoint presentations
· newspaper reports
· interactive narratives.
The Operational strand has a complementary, interactive and interdependent relationship with the Cultural and Critical strands.
The Critical strand focuses on evaluating and reconstructing meanings in texts, using knowledge of how discourses shape, and are shaped by, language choices.
When students interpret and construct texts they understand that texts are someone’s ‘story’, that they are partial and selective, and that they represent some interests more than others.
Students know ways particular language choices position listeners, readers and viewers, and invite them to make particular meanings. They know that representations of people, places, events, things and concepts are selective constructions. They make judgments about how particular language choices influence possible meanings. They construct representations that position other listeners, readers and viewers.
Students understand how discourses influence the interpretation and construction of textual representations. They demonstrate understandings that, while texts invite particular meanings, alternative meanings are possible.
The Critical strand has a complementary, interactive and interdependent relationship with the Cultural and Operational strands.
The three substrands are:
· Speaking and listening
·
· Writing and shaping.
Each substrand has three core learning outcomes: Cultural, Operational, and Critical.
Each substrand has a particular and distinct focus, although usually they combine in various ways in multimodal texts.
The speaking and listening substrand focuses on students interpreting and constructing spoken and multimodal texts for a range of personal, social, cultural and aesthetic purposes.
The substrand provides students with opportunities to participate in interactive situations requiring both speaking and listening.
Students develop their ability to participate confidently, appropriately, effectively and critically in prepared and spontaneous texts. This is in both formal and informal contexts and social situations.
Students speak and
listen for different purposes, such as:
· participating in and negotiating daily life
· establishing and maintaining relationships
· seeking and giving enjoyment
· seeking, evaluating, using and reporting information.
The reading and viewing substrand focuses on students interpreting written, visual and multimodal texts that have been constructed for a range of personal, social, cultural and aesthetic purposes.
In this substrand, students develop their ability to enjoy, appreciate, reflect on, use and critically evaluate the texts they read and view.
Students read and
view for different purposes, such as:
· understanding and appreciating the worlds of others
· seeking, evaluating and using information
· negotiating everyday life.
The writing and shaping substrand focuses on students constructing written, visual and multimodal texts to represent people, places, things, events and concepts for a variety of personal, social, cultural and aesthetic purposes.
Writing and shaping involves constructing texts using linguistic, visual, gestural, spatial and audio resources.
In this substrand, students develop the ability to write and shape texts appropriately, effectively, purposefully and critically using Standard Australian English and to experiment with other variants of English where appropriate.
Students write and shape for different purposes, such as:
· negotiating daily life
· entertaining and giving pleasure
· expressing emotions and opinions
· promoting or challenging particular knowledge, values and practices.
The levels indicate
progressions of increasing complexity. Each level is ‘nested’ within the
following level through the sequencing of the level statements, core learning
outcomes and level-specific core content. This forms a continuum of levels as
opposed to conceptually discrete levels.
Diagram 1: Continuum of levels
In addition to
these six levels, there are two other levels — Foundation Level and Beyond
Level 6.
Each level has a
level statement. The level statement summarises core learning outcomes. This
should be read in conjunction with the related core learning outcomes and
level-specific core content.
The Foundation
Level has been developed for students with disabilities demonstrating a level
of understanding before that of Level 1. Schools can use the level statement at
Foundation Level to develop specific learning outcomes to meet the individual
learning needs of students with disabilities. You should select or develop
learning outcomes that relate to students’ individualised curriculum programs.
Each level has nine
core learning outcomes. Students progress from demonstrating core learning
outcomes at one level to demonstrating related core learning outcomes at the
next level.
Core learning
outcomes are demonstrated in a range of contexts over time. You need to read
the core learning outcomes in conjunction with the related level statement and
level-specific core content.
For the purposes of
planning for learning and assessment, outcome levels typically relate to year
levels:
· Students demonstrating Level 1 outcomes are in the middle of Year 2.
· Students demonstrating Level 2 outcomes are at the end of Year 3.
· Students demonstrating Level 3 outcomes are at the end of Year 5.
· Students demonstrating Level 4 outcomes are at the end of Year 7.
· Students demonstrating Level 5 outcomes are in the middle of Year 9.
· Students demonstrating Level 6 outcomes are at the end of Year 10.
Some students will
demonstrate learning outcomes beyond their year level and some students will
need more time to demonstrate learning outcomes at their year level.
The following
indicative time allocations were used to design and develop this syllabus. They
are based on an estimate of the minimum time needed to provide students with
opportunities to demonstrate the core learning outcomes in the English key
learning area:
·
Years
·
Years
·
Years
You may need to allocate more time to provide students with
opportunities to demonstrate both core and discretionary learning outcomes.
The discretionary
outcomes can help you broaden the understandings of students who have demonstrated
the core learning outcomes for Level 6. All learning outcomes at Beyond Level 6
are discretionary. Not all students are expected to demonstrate discretionary
learning outcomes.
Foundation Level
learning outcomes may be developed to meet the individual needs of students
with disabilities and should relate to students’ individualised curriculum
programs. The learning outcomes are examples of the kinds of outcomes that
students at this level might demonstrate. The examples of learning outcomes are
more specific than core learning outcomes or discretionary learning outcomes.
All learning
outcomes are coded for easy use.
The strands are
coded using letters:
· Cu — Cultural: making meanings in contexts
· Op — Operational: using language systems
· Cr — Critical: evaluating and reconstructing meanings in texts.
The substrands are
coded using numbers. The number indicates the level of the outcome and the
substrand to which it relates:
· .1 — Speaking and listening
·
.2 —
· .3 — Writing and shaping.
Here are three
examples of the coding:
· Cu 2.1 identifies the Cultural strand, core learning outcome Level 2, substrand Speaking and listening.
· Op 4.2 identifies the Operational strand, core learning outcome Level 4, substrand Reading and viewing.
· Cr 6.3 identifies the Critical strand, core learning outcome Level 6, substrand Writing and shaping.
The core content is
what students need to know to demonstrate core learnings about texts, language
and associated literacy practices.
Students learn core content in the context of interpreting and constructing texts for a wide range of personal, cultural, social and aesthetic purposes.
Texts have been put into three broad categories: literary texts, mass-media texts and everyday texts. The categories were chosen for convenience to avoid having to list all the types of texts that could be used.
Texts may be face to face, paper or electronic, and be produced as book, film, television, CD and online texts.
Table 2: Descriptions of literary, mass-media and everyday texts
|
Texts |
Examples |
|
Literary texts are
characterised by the aesthetic use of language and the imagination to shape,
explore, reproduce understandings about, reflect on, represent, and speculate
about human experience through the construction of real and imagined
(including virtual) worlds. |
· narrative picture books · novels · poems (ballads, lyrics, sonnets) · plays · song lyrics · dramatic monologues · biographies · autobiographies · interactive narratives · e-books · short stories · fantasy adventures (science fiction) · essays · feature films |
|
Mass-media texts are those produced in a variety of paper and electronic media for a mass audience. |
· children’s television programs · newspaper stories · magazine features · radio talkback · television news · feature films · web pages |
|
Everyday texts are those associated with education, leisure, work, family and daily life. |
· face-to-face and online discussions · speeches · analytic expositions · DVDs (feature films) · web-linked computer games · personal email · résumés · letters · catalogues · interviews |
|
|
|
Students should
study spoken, written, visual and multimodal texts from each of these categories
in each substrand.
Range and balance
is also achieved by studying texts:
· from the past and the present
·
from
· from youth and popular cultures
· from other English-speaking cultures
·
in English or translated into English from
cultures (including
· that represent diversity in relation to cultures, social groups and the many forms and variants of English
· that draw on a wide range of increasingly complex subject matter.
In selecting texts, teachers need to consider the complexity of texts appropriate at each level.
Language is a resource for making meaning. Language choices draw on the interrelationships among:
· discourse
· text types
· subject matter
· roles and relationships
· mode and mediums.
These interrelationships, in turn, influence choices in textual resources.
Language users make choices from among the various language systems (linguistic, visual, gestural, spatial and audio) to achieve particular social purposes. Each language system makes available different choices of resources that may be used. Resources include:
Linguistic
· generic structure
· cohesive devices, such as text connectives and conjunctions
· grammar
· vocabulary
· spelling and punctuation
· voice resources such as intonation, pronunciation, phrasing.
Visual
· images and transitions
· colours, vectors and salience
· line, shape and shading.
Gestural
· body language
· movement and proximity
· facial expression.
Spatial
· placement of objects in environments
· structures.
Audio
· music
· sound effects
· silence.
Literacy is the flexible and sustainable mastery of a repertoire of practices with texts of, and produced in, traditional and new communication technologies.
Literacy practices are used in a range of contexts for many different purposes.
Literacy users draw on cultural, social, textual and cognitive resources to engage in literacy practices associated with specific social situations. They use a repertoire of literacy practices (code breaking, meaning making, text using, and text analysing) suited to the purpose and context of the task.
As the social situations in which students use language become increasingly complex over the years of compulsory schooling, the complexity and breadth of the literacy practices increase.
The following pages contain a level statement, the core learning outcomes and level-specific core content for each level. These pages are structured to:
· reinforce the links between the strands
· facilitate planning a unit of work across substrands
· demonstrate the links between the learning outcomes and the core content for each strand.
Foundation Level
|
Level statement Students are developing an understanding of how to interpret
and construct simple texts by using signs, symbols or words when
communicating with others. |
SPEAKING AND LISTENING
|
Foundation Level: Speaking and Listening |
|||
|
EXAMPLE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
When speaking and listening, students: · consistently indicate a preference by responding to an offered choice · recount the main parts of a personal experience using their own method of communication · |
When speaking and listening, students: · use and respond to volume and tone of voice, facial expressions and/or body language · use an appropriate sign, symbol or word to represent an object, action or feeling, or to communicate a need or want · use simple word-order patterns in their own communication mode to convey meaning. |
When speaking and listening, students: · can change their own volume and tone of voice, facial expressions and/or body language to create an effect. |
|
|
LEVEL-SPECIFIC CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these speaking and listening outcomes students should know: Text types · communication is a two-way process · some purposes for communication, such as indicating a preference, accepting or rejecting an offered choice, giving and receiving information, requesting objects or assistance, recounting personal experiences, and participating in social groups · some simple text types Subject matter · they can communicate about people, places, events, objects, actions and feelings Roles and relationships · they communicate with different people who are familiar in different ways Mode and medium · how to use face-to-face and electronic mediums ·
when they might use these
different mediums. |
To demonstrate these speaking and listening outcomes students should know: Linguistic resources Text types · different text types look and sound different Subject matter · people, places, events, objects, actions and feelings have names, and that signs, visual or tactile symbols, or words (spoken, written or tactile) can be used to represent them and that these names can be used in a variety of contexts Roles and relationships · some of the routines of social interaction, such as turn-taking, when communicating · how to recognise, respond to and ask questions Mode and medium · how to use their own method of communication and that other people may communicate using different methods Voice, gestural, spatial and audio resources · some of the message being communicated may be conveyed through body language, facial expressions and/or volume and tone of voice. |
To demonstrate these speaking and listening outcomes students should know: · changing volume and tone of voice, facial expression and body language expresses emotions. |
|
Level statement Students are
developing an understanding of how to interpret and construct simple texts by
using signs, symbols or words when communicating with others. |
|
EXAMPLE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
When reading and viewing, students: · follow a simple sequence of visual and/or tactile directions · attend and respond to main characters and some key events in a story they have viewed · |
When reading and viewing, students: · use word shape, tactile symbols, initial letter or colour to recognise environmental print in familiar contexts · use initial letter and word shape, in visual or tactile form, to recognise their first name when written · distinguish written or tactile words from visual or tactile images. |
When reading and viewing, students: · identify similarities between visual representations of people, places and things, and familiar people, places and things. |
|
|
LEVEL-SPECIFIC CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these reading and viewing outcomes students should know: Text types · communication is a two-way process · some purposes for communication, such as indicating a preference, accepting or rejecting an offered choice, giving and receiving information, requesting objects or assistance, recounting personal experiences, and participating in groups · some simple text types, including stories, personal recounts, greetings/farewells, invitations, lists, labels, simple pictorial instructions and directions Subject matter · they can communicate about people, places, events, objects, actions and feelings Roles and relationships · that they communicate with different familiar people in different ways Mode and medium · how to use paper and electronic mediums ·
when they might use these
different mediums. |
To demonstrate these reading and viewing outcomes students should know: Linguistic resources Text types · that different text types look and sound different Subject matter · people, places, events, objects, actions and feelings have names, and that signs, visual or tactile symbols, or words (spoken, written or tactile) can be used to represent them and that these names can be used in a variety of contexts Mode and medium · how to use their own method of communication and that other people may communicate using different methods Word structure (spelling) and punctuation · some commonly used signs, visual or tactile symbols, words (written or tactile) and environmental print in familiar contexts ·
some familiar letters, such
as those in their name Visual, gestural, spatial and audio resources · some of the message being communicated may be conveyed through body language, facial expressions and/or volume and tone of voice. |
To demonstrate these reading and viewing outcomes students should know: · visual resources can represent similar things in different ways. |
WRITING AND SHAPING — Foundation Level
|
Level statement Students are
developing an understanding of how to interpret and construct simple texts by
using signs, symbols or words when communicating with others. |
|
EXAMPLE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
When writing and shaping, students: · recount personal experiences by selecting and sequencing visual or tactile images ·
|
When writing and shaping, students: · choose a picture or symbol, in visual or tactile form, to depict an object, action or feeling · write some familiar letters and approximations of letters · sequence visual or tactile pictures and symbols to construct a message. |
When writing and shaping, students: · select visual or tactile resources that they think best represents their response to a situation or experience. |
|
LEVEL-SPECIFIC CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these writing and shaping outcomes students should know: Text types · that communication is a two-way process · some purposes for communication, such as indicating a preference, accepting or rejecting an offered choice, giving and receiving information, requesting objects or assistance, recounting personal experiences, and participating in social groups · some simple text types, including stories, personal recounts, greetings/farewells, invitations, lists, labels, simple pictorial instructions and directions Subject matter · they can communicate about people, places, events, objects, actions and feelings Roles and relationships · that they communicate with different familiar people in different ways Mode and medium: · how to use paper and electronic mediums ·
when they might use these
different mediums. |
To demonstrate these writing and shaping outcomes students should know: Linguistic resources Text types · that different text types look and sound different Subject matter · people, places, events, objects, actions and feelings have names and that signs, visual or tactile symbols, or words (spoken, written or tactile) can be used to represent them and that these names can be used in a variety of contexts Roles and relationships · some of the routines of social interaction, such as turn-taking, when communicating · how to recognise, respond to and ask questions Mode and medium · how to use their own method of communication · that other people may communicate using different methods from their own Spelling (word structure) and punctuation · some familiar letters, such as those in their name · how to use some commonly used signs, visual or tactile symbols, words (written or tactile) and environmental print in familiar contexts Visual, gestural, spatial and audio resources · some of the message being communicated may be conveyed through body language, facial expressions and/or volume and tone of voice. |
To demonstrate these writing and shaping outcomes students should know: · visual and tactile resources can be used to represent situations or personal experiences in a text · people can make selections that they think are best for the meaning. |
|
Level statement Students interpret and construct simply structured
brief texts that make connections with own experiences in familiar
situations. They use textual resources including awareness of stages of the
generic structure of texts, patterns of simple sentences, words, letters,
images, sounds and voice. They identify similarities between textual
representations and own experiences. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 1.1 When speaking, students: · construct brief texts for a small range of purposes · maintain a topic in a brief text by drawing on personal experience or knowledge of familiar texts · ask questions to clarify information and to gain additional information · communicate with, and interact in, small groups in familiar social situations · experiment with different ways of presenting ideas and information. When listening, students: · interpret a small range of familiar text types · recall significant clearly stated information related to the topic · respond appropriately to speakers in familiar school situations · |
Op 1.1 When speaking, students: · sequence information in intelligible ways and link ideas using simple conjunctions · use patterns of simple sentences and some topic-related words · use volume to suit the social situation and audience size · use intonation appropriate for statement, question or command · use facial expressions, volume of voice, sound effects or music. When listening, students: · show awareness of basic stages of generic structure · interpret the meaning of topic-related words · respond appropriately to statements, questions or commands · identify and respond to changes in intonation patterns, volume, facial expressions, music or sound effects. |
Cr 1.1 When speaking, students: · experiment with different ways of representing people, places, events and things drawn from own experiences or from other texts, by changing: volume facial expressions and gestures music and sound effects. When listening, students: · identify possible reasons for clearly defined variations used to represent people, places, events and things including: volume facial expressions and gestures
music and sound effects. |
|
LEVEL-SPECIFIC CORE CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these speaking and listening outcomes students should know: Text types · familiar spoken and multimodal texts have particular cultural purposes Subject matter · texts contain ideas or information about a personally relevant topic · subject matter from home and school experiences can be communicated in familiar spoken and multimodal texts Roles and relationships · texts vary according to size of audience, relationships between speaker and listener, and the roles of people in the situation in which the communication takes place Mode and medium · spoken and multimodal texts can be produced in face-to-face and electronic mediums. |
To demonstrate these speaking and listening outcomes students should know: Linguistic resources Text types · familiar texts have their own basic stages of generic structure · text-type-specific words Subject matter · the topic of the text influences the words used · some topic-related words (nouns, verbs and adjectives) Roles and relationships · statements provide information, questions ask about something or request information, commands give orders or instructions Mode and medium · patterns of words to form simple and compound sentences · ideas and information can be linked by topic words in a text and by simple conjunctions to join sentences (e.g. and, but) · several words can relate to the same topic (e.g. a boy, my big brother, Jason) ·
people, events and things can
be represented by nouns or related pronouns Voice, gestural, spatial and audio resources · questions, commands and statements are signalled by different intonation patterns · visuals, facial expressions, volume, music and sound effects convey meaning · different responses can be created by use of difference in volume, music, sound effects and facial expressions ·
articulation and
pronunciation are important for making meanings clear. |
To demonstrate these speaking and listening outcomes students should know: · that in texts people can be recognised by what they say, look like, and how they behave or speak ·
facial expressions, volume,
music and sound effects can be used to represent people, places, events and
things in particular ways. |
|
Level statement Students interpret and construct simply structured
brief texts that make connections with own experiences in familiar
situations. They use textual resources including awareness of stages of the
generic structure of texts, patterns of simple sentences, words, letters,
images, sounds and voice. They identify similarities between textual
representations and own experiences. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 1.2 When reading and viewing, students: · select and interpret texts to suit a small range of purposes for reading and viewing · identify text type and suggest audience of well-structured supportive texts ·
retell events, recall key information and form simple inferences from
pieces of information in close proximity in texts · make connections between their own experiences and the ideas and information in the text · |
Op 1.2 When reading and viewing, students: · draw on awareness of some stages of generic structure · use repeated and cumulative sentence patterns across whole texts to make meaning · make meaning from some topic words and draw on words and phrases that are repeated throughout the text · draw on salient colour, size or repeated parts of images and facial expressions · predict and confirm by using prior knowledge, supportive visuals and semantic, syntactic and graphophonic cues. |
Cr 1.2 When reading and viewing, students: · identify similarities between own experiences and representations of people, places, events and things in texts and refer to choice of: salient colour and size of image repeated elements in an image, background or setting simple font choices
simple facial expressions. |
|
LEVEL-SPECIFIC CORE CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these reading and viewing outcomes students should know: Text types · familiar written, visual and multimodal texts have particular cultural purposes Subject matter · texts maintain a topic or idea related to their personal experiences or familiar texts Roles and relationships · texts can be produced for different audiences Mode and medium · texts can be produced in familiar paper and electronic mediums. |
To demonstrate these reading and viewing outcomes students should know: Linguistic resources Text types · familiar texts have their own basic stages (generic structure) Subject matter · a sentence is a group of words that conveys meaning and makes sense · sentences have predictable structures for making statements and asking questions · vocabulary choice is influenced by text type, topic and the function of the word · a noun group is the ‘who’ part in a sentence and can be linked to other noun groups · a verb group is the doing, being, thinking or saying part of a sentence · describing words (attributes) add more information in a noun group Roles and relationships · statements provide information; questions ask about something or request information; commands give orders or instructions · questions can begin with who, what, where, when, why and how Mode and medium · linguistic elements of text convey information to be interpreted · starting point and direction varies according to medium · simple conjunctions or joining words link ideas in a sentence · patterns of related words and phrases, pronouns and simple synonyms link ideas · different fonts can be used to produce the same words Word structure (spelling) and punctuation · frequently used words · names and commonly associated sounds of consonants and short vowels (graphophonic cues) in words · visual letter patterns and rimes, two-letter consonant blends (graphophonic cues) found in words in familiar texts · full stops signal the ends of sentences and question marks signal the ends of questions · a capital letter usually starts a sentence, and names of people and places start with a capital letter Visual, gestural, spatial and audio resources · image, colour, body and facial expressions, volume and sound effects carry meaning · visual and spatial elements of a text often influence the reading direction of a text. |
To demonstrate these reading and viewing outcomes students should know: · that in texts people can be recognised by what they say, what they look like, and how they behave or speak ·
facial expressions, volume,
music and sound effects can be used to represent people, places, events and
things in particular ways. |
|
Level statement Students interpret and construct simply structured
brief texts that make connections with own experiences in familiar
situations. They use textual resources including awareness of stages of the
generic structure of texts, patterns of simple sentences, words, letters,
images, sounds and voice. They identify similarities between textual
representations and own experiences. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 1.3 When writing and shaping, students: · construct texts for a small range of familiar cultural purposes · maintain a topic · construct texts for a small range of familiar supportive audiences · |
Op 1.3 When writing and shaping, students: · replicate some stages of generic structure of a small range of modelled or familiar texts · use simple sentences and questions · use a small range of topic-related words · link ideas using modelled sentence structures · link ideas using images and simple fonts in some texts · include music, transitions or sound effects in some texts · accurately spell frequently used words and spell unknown words using sound/visual (graphophonic) patterns, meaning patterns, knowledge of word function and simple endings. |
Cr 1.3 When writing and shaping, students: · identify the ways they have represented people, places, events and things through choice of: images simple fonts typical facial expressions and body movements. |
|
LEVEL-SPECIFIC CORE
CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these writing and shaping outcomes students should know: Text types · familiar written, visual and multimodal texts have cultural purposes Subject matter · subject matter from home and school experiences can be communicated in familiar written and multimodal texts · texts maintain a single topic or idea drawn from own experience or familiar texts Roles and relationships · texts vary depending on audiences Mode and medium · written, visual and multimodal texts can be produced in familiar paper and electronic mediums. |
To demonstrate these writing and shaping outcomes students should know: Linguistic resources Text types · familiar written and multimodal texts have their own basic stages · some of the stages of the generic structure of commonly used texts Subject matter · the topic of the text influences the words used · there are patterns in the ways words are put together to form sentences · some words indicate ‘who’ or ‘what’ (participants), some indicate actions (processes) in a sentence · people, events and things can be represented by nouns or related pronouns Roles and relationships · different words can be used for different audiences (e.g. Dear Mr Smith, To Katie) · statements provide information, questions ask about something or request information, commands give instructions Mode and medium · several words can relate to the same topic (e.g. a boy, my big brother, Jason) · nouns, noun groups and pronouns can refer to the same participant throughout a text (the girl, a bad girl, she) · how to form all capital and lower-case letters in the Queensland Beginner’s Alphabet Spelling (word structure) and punctuation · accurate or predictable spelling helps readers and viewers make sense of texts · names and commonly associated sounds of consonants and short vowels (phonics) · frequently occurring words such as simple pronouns, articles, prepositions, conjunctions and simple topic words · short vowels (phonics) found in single-syllable and in common two-syllable words when adding ending with no change to base word · onset and rimes create patterns with which to spell new words · single-consonant, two-letter consonant blends and nasal (graphophonic elements of words) found in familiar texts · full stops signal the ends of statements and question marks signal the ends of questions in written texts, and capital letters usually start a sentence (statement or question) Visual, gestural, spatial and audio resources · visuals, facial expressions, volume, music and sound effects convey meaning ·
different responses can be
created by use of different sound effects and facial expressions. |
To demonstrate these writing and shaping outcomes students should know: · that in texts people can be recognised by what they say, look like, and how they behave or speak · facial expressions, volume, music and sound effects can be used to represent people, places, events and things in particular ways. |
|
Level statement Students interpret
and construct texts with familiar cultural purposes and familiar subject
matter, making connections between directly stated ideas and information.
They interpret basic generic structure, simple and compound sentences,
patterns of short noun and verb groups, dominant images, font choices,
gestures and facial expressions to make meaning of texts. They identify,
explain and suggest alternative choices in the ways people, places, events
and things are represented in texts. |
SPEAKING AND LISTENING
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 2.1 When speaking, students: · construct texts to suit a small range of purposes · plan simple texts and use familiar subject matter to briefly develop selected topics · communicate with known audiences and interact in familiar school situations · use a small range of familiar spoken and multimodal texts. When listening, students: · interpret a small range of text types · interpret subject matter drawing on directly stated information in familiar text types · recall related events and information in sequence · respond appropriately in familiar school and community situations adopting established roles · |
Op 2.1 When speaking, students: · use basic generic structure and patterns of words or sentences appropriate to the text type · use simple words or phrases related to the topic and appropriate to the text type ·
use simple changes in voice,
body language and facial expressions to gain audience interest · experiment with the use of visuals, music and sound effects to suit the medium and the topic of the text. When listening, students: · draw on the basic generic structure of different text types to recall and sequence information · interpret and make simple inferences from short noun and verb groups · interpret and make simple inferences from visuals and body language · identify basic emotions evoked by clear changes in noun groups, intonation, volume, facial expressions, music and sound effects. |
Cr 2.1 When speaking, students: · select particular descriptive words or phrases, body language and facial expressions, clearly defined variations in voice, music and sound effects to change the way people, places, events and things are represented. When listening, students: · discuss possible reasons for differences in the descriptive words or phrases, clearly defined body language, facial expressions, voice, and music or sound effects, used to represent people, places, events and things. |
|
LEVEL-SPECIFIC CORE
CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these speaking and listening outcomes students should know: Text types · speaking and listening gives opportunities to achieve different purposes · particular and identifiable cultural purposes, commonly associated with simple texts Subject matter · familiar topics can be communicated through texts Roles and relationships · they can adopt different roles in discussions and conversations and this can support cooperation among the group ·
texts change depending on the
size of the group, the relationship between speaker and listener and the
formality of a situation Mode and medium · the medium used for face-to-face and electronic texts can change the way ideas and information are communicated. |
To demonstrate these speaking and listening outcomes students should know: Linguistic resources Text types · basic generic structure commonly associated with simple spoken and multimodal texts Subject matter · subject matter can be identified through some short noun groups · ideas and information about familiar topics can be extended by adding attributes, circumstances and short verb groups related to the topic · a number of thinking, feeling and doing verbs · vocabulary and word forms appropriate to the subject matter, including some technical words Roles and relationships · statements are used to provide information, questions are used to ask about something and request information, commands give orders, exclamations are used to emphasise or express surprise · different words can be used to show different relationships with listeners Mode and medium · the start of a sentence carries key information (theme position) · simple conjunctions can join simple sentences to add or compare information (e.g. as well, also, but, or) · varied short noun groups can refer to the same subject matter (e.g. the dingo, mammal, mother dingo, female dingo) · listeners need to be able to follow who or what a selected pronoun refers to in a text (e.g. I, he, his, her, we, they, their, it) Voice, gestural, spatial and audio resources · simple music and sound effects add meaning · volume (increase/decrease), pace (fast/slow) and tone of voice (e.g. friendly/angry) are used to add meaning · clear articulation of frequently used words · alternative pronunciations of the same word can be used to show characterisation. |
To demonstrate these speaking and listening outcomes students should know: · people can be identified as members of groups by what they say, look like, and how they behave or speak · different groups can be represented in texts in particular ways by using descriptive words or phrases and clearly defined body language, facial expressions, voice, music or sound effects. |
|
Level statement Students
interpret and construct texts with familiar cultural purposes and familiar
subject matter, making connections between directly stated ideas and
information. They interpret basic generic structure, simple and compound
sentences, patterns of short noun and verb groups, dominant images, font
choices, gestures and facial expressions to make meaning of texts. They
identify, explain and suggest alternative choices in the ways people, places,
events and things are represented in texts. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 2.2 When reading and viewing, students: · identify purposes commonly associated with familiar text types and select and interpret texts for own reading or viewing purposes · identify the main topic, key events and supporting details of a text and recall key events in sequence · make simple inferences from information that is closely related in the text · identify the audience of a small range of familiar texts · |
Op 2.2 When reading and viewing, students: · draw on basic generic structure to identify purpose and to sequence information · use patterns of simple and compound sentences, and simple conjunctions to make meaning · draw on patterns of short noun and verb groups to make meaning · identify dominant images, vectors and simple fonts that draw the eye and interpret facial expressions with which they are familiar · maintain reading fluency and make meaning of texts, using visuals and integrating semantic, syntactic and graphophonic cues. |
Cr 2.2 When reading and viewing, students: · identify similarities and differences in representations of people, places, events and things explaining choice of: linked noun and verb groups throughout the text
dominant objects or images
font choices typical facial expressions and body movements · suggest alternative ways of representing people, places, events and things. |
|
LEVEL-SPECIFIC CORE CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these reading and viewing outcomes students should
know: Text types ·
particular and identifiable cultural purposes
associated with simple written, visual and multimodal texts Subject matter ·
the topic of a text can be maintained through
related pages or sections Roles and relationships ·
that a reader’s or viewer’s purpose influences how
a text is interpreted ·
texts are constructed differently for different
audiences Mode and medium ·
each section of a text carries a key concept, idea
or information ·
ideas and information can be linked throughout a
text ·
readers and viewers draw on linguistic, visual,
gestural, spatial and audio resources in written, visual and multimodal texts. |
To demonstrate these reading and viewing outcomes students should
know: Linguistic resources Text types ·
names of basic generic structure commonly
associated with simple written, visual and multimodal texts ·
common generic structure of texts links ideas and
information in predictable ways ·
words and phrases that relate to the text type
(e.g. once upon a time) Subject matter ·
how simple and compound sentences are constructed ·
short noun groups can be extended with added
attributes ·
short verb groups and circumstances of time and
location add information to a text ·
vocabulary and word forms appropriate to the
subject matter including some technical words Roles and relationships ·
different short noun and verb groups can be used
for different audiences ·
statements provide information, questions ask about
something and request information, commands give orders, exclamations
emphasise or express common emotions ·
verb tense indicates when an action takes place Mode and medium ·
the beginning part of a sentence carries key
information (theme position) ·
specific word groups are typically used at the
beginning of sentences in common text types ·
simple conjunctions link ideas in a sentence by
adding information or comparing two ideas (as well, also, but, or) ·
ideas can be linked by use of related words,
repeated words and phrases, and simple synonyms ·
pronouns agree with the words to which they refer Word structure (spelling) and punctuation ·
frequently used homonyms and context-related sight
vocabulary, text-type-specific words and some compound words ·
graphophonic cues including long vowels and
digraphs, consonant blends and digraphs, visual letter patterns ·
meaning links between topic words and common
affixes (slow/slowly), tense or plural endings ·
different punctuation signals the meaning
boundaries of sentence types using (.) (?) or (!) Visual, gestural,
spatial and audio resources ·
images, gestures, backgrounds, music and sound
effects can support linguistic choices ·
props, clothing, setting or location develop subject
matter ·
vectors and foregrounding are used to draw the
reader’s or viewer’s attention ·
predictable layout and images show continuity of
setting and characters ·
body features and facial expressions of characters
add to meaning ·
simple labels, keys and diagrams add to or clarify
information ·
handwriting or font choices, including bold or not
bold, size and colour, convey meaning ·
typical images, gesture, simple music, sound
effects and voice associated with particular text types ·
volume (increase/decrease), pace (fast/slow) and
tone (friendly/angry) can add meaning. |
To demonstrate these reading and viewing outcomes students should
know: ·
people can be identified as members of groups by
what they say, look like and wear, and how they behave ·
noun and verb groups, dominant objects, images and
font choices can be used to represent people, places, events and things in
particular ways. |
|
Level statement Students interpret
and construct texts with familiar cultural purposes and familiar subject
matter, making connections between directly stated ideas and information.
They interpret basic generic structure, simple and compound sentences,
patterns of short noun and verb groups, dominant images, font choices,
gestures and facial expressions to make meaning of texts. They identify,
explain and suggest alternative choices in the ways people, places, events
and things are represented in texts. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 2.3 When writing and shaping, students: · construct a range of texts with familiar cultural purposes · sequence two or more familiar events and order information using some detail and supporting illustrative material · construct texts for a small range of known audiences · |
Op 2.3 When writing and shaping, students: · replicate generic structure · use simple sentences, accurately punctuated, and some compound sentences · use short noun and verb groups related to the topic · link ideas using repeated or related words, simple pronouns and some simple conjunctions · link ideas using images, simple fonts, borders or transitions ·
include some gestures, music
or sound effects in some texts · accurately spell frequently used one- and two-syllable words using sound/visual (graphophonic) and meaning patterns, and knowledge of word functions. |
Cr 2.3 When writing and shaping, students: · identify textual resources they have chosen to represent people, places, events and things in similar or different ways through: linked noun and verb groups throughout the text
dominant objects or images font choices typical facial expressions and body movements. |
|
LEVEL-SPECIFIC CORE CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these writing and shaping outcomes students should
know: Text types ·
particular cultural purposes commonly associated
with simple written, visual and multimodal texts Subject matter ·
text can have two or more linked key ideas Roles and relationships ·
audience needs influence the choices when writing
and shaping texts Mode and medium ·
writers and shapers draw on linguistic, visual,
gestural, spatial and audio resources in written, visual and multimodal
texts. |
To demonstrate these writing and shaping outcomes students should
know: Linguistic resources Text types ·
names and basic generic structure commonly
associated with simple text types ·
common generic structure links ideas and
information in predictable ways Subject matter ·
appropriate grammatical order for statements when
using simple and compound sentences ·
vocabulary and word forms appropriate to the
subject matter including some technical words ·
ideas and information are developed by adding
attributes to extend noun groups ·
some thinking, feeling and doing verbs ·
actions can be extended by adding circumstances of
time or location Roles and relationships ·
statements provide information, questions ask about
something and request information, commands give orders, exclamations
emphasise or express common emotions ·
verb tense indicates when an action takes place and
is consistent in simple sentences Mode and medium ·
specific word groups typically used in theme
position in common text types ·
simple conjunctions can be used to add information
or compare two ideas in one sentence ·
ideas and actions can be linked by use of related
words, repeated words and phrases, and simple synonyms ·
pronouns agree with the words to which they are
referring (e.g. boy, he,
his, him) ·
how to form or join all capital and lower-case
letters in Queensland Modern Cursive Spelling (word structure) and punctuation ·
frequently occurring one- and two-syllable words
including commonly used pronouns, articles, prepositions and conjunctions,
and topic-specific and text-type-specific words, and frequently used homonyms ·
to use the base word in simple multi-syllable words
to spell accurately ·
the parts of a compound word link directly to the
meaning of each word in the compound word ·
relationships between base word and added word
endings and common affixes where there is no change to base word ·
graphophonic relationships including consonant
digraphs and three-letter blends, long vowels, visual letter patterns ·
different punctuation signals the meaning
boundaries of sentence types using (.) (?) or (!) Visual, gestural, spatial and audio resources ·
images, gestures, backgrounds, music and sound
effects can support linguistic choices ·
props, clothing, setting or location develop
subject matter ·
vectors and foregrounding are used to draw the
reader or viewer’s attention ·
predictable layout and images show continuity of
setting and characters ·
body features and facial expressions of characters
add to meaning ·
simple labels, keys and diagrams carry new or
additional information ·
handwriting or font choices including bold or not
bold, size and colour convey meaning ·
music, sound effects and voice can support or add
meaning to linguistic or visual choices such as volume (e.g. loud/soft), pace
(e.g. fast/slow) and tone (e.g. friendly/angry). |
To demonstrate these writing and shaping outcomes students should
know: ·
people can be identified as members of groups by
what they say, look like and wear, and how they behave ·
noun and verb groups, dominant objects or images
and font choices can be used to represent people, places, events and things
in particular ways. |
Level 3
|
Level statement Students interpret
and construct texts considering text type and commonly associated purpose of
texts with personally significant and some unfamiliar subject matter, making
connections between directly stated information and main ideas. They draw on
patterns of textual resources, commonly associated with text types that are
used to organise and link ideas and information. They identify positive and
negative textual representations. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 3.1 When speaking, students: · make choices of subject matter depending on audience, purpose and the medium · extend ideas and information with some details · clarify meanings and give possible explanations. When listening, students: · recognise that certain types of texts are used for particular purposes and audiences · make connections from directly stated information to identify the main ideas of texts · |
Op 3.1 When speaking, students: · use logical sequence when organising ideas · use stages of generic structure, patterns of clauses, text connectives, conjunctions and specialist words according to the text type and medium · use statements, questions and commands to generate and maintain discussions and conversations · use processes and attributes that offer opinions · speak audibly and with clarity by using projection, articulation and appropriate volume. When listening, students: · use their knowledge of the stages of generic structure to identify text type and purpose · identify and draw inferences from words that express opinions · identify how projection, articulation, appropriate volume, movement and gestures contribute to meaning. |
Cr 3.1 When speaking, students: · use aspects of subject matter and resources to construct positive or negative representations of people, places, events and things to achieve their purposes. When listening, students: · identify aspects of subject matter and resources others use to construct people, places, events and things positively or negatively, and suggest reasons for these representations. |
|
LEVEL-SPECIFIC CORE
CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these speaking and listening outcomes students should know: Text types · speaking and listening provides opportunities to clarify ideas and understandings of a topic, to make simple arguments, and to seek the opinion of others · the structure of a range of text types and their commonly associated cultural purposes Subject matter · subject matter is selected according to purpose, text type and the main ideas being developed · in narratives, main ideas are developed through connections between plot, setting and descriptions of characters/people, places, events and things · in reports and expositions, main ideas are developed with some supporting details Roles and relationships · speakers consider the interests of their audience · the relationship between speaker and audience influences language use Mode and medium · different textual resources are available when using different mediums ·
ideas and information are
organised and linked to guide the listener. |
To demonstrate these speaking and listening outcomes students should know: Linguistic resources Text types · the names and functions of common stages of the generic structure of a range of text types · the patterns of textual resources commonly associated with this range of text types Subject matter · particular specialist words and phrases relating to the selected subject matter · a clause can represent what is happening, who or what is taking part and the circumstances surrounding the activity · components of clauses can be processes, participants, attributes and circumstances · some processes, attributes and circumstances invite listeners to draw inferences (e.g. The stream thundered/gurgled) Roles and relationships · verb tense is consistent in simple and compound sentences · statements, questions and commands enable people to interact with each other and allow for turn-taking Mode and medium · clauses can be combined using conjunctions to form compound and complex sentences · subjects need to agree with verbs within a clause · pronouns (e.g. these, those, their) need to agree with the nouns to which they refer · parts of a conversation can be linked by adding to, or referring to, another speaker’s turn Voice, gestural, spatial and audio resources · facial expressions, movements, gestures, projection, articulation, volume, sound effects and music develop the subject matter and sometimes invite listeners to draw inferences · different roles require different levels of voice volume · gestures and body movement positioning can add interest and improve fluency in spoken and multimodal texts. |
To demonstrate these speaking and listening outcomes students should know: Discourse · people, and the groups to which they belong, share knowledge, values and practices · knowledge, values and practices of groups can be stereotyped in texts Subject matter · aspects of subject matter can be included or omitted to construct particular representations · people, places, events and things can be represented in positive or negative ways by making choices in the resources. |
|
Level statement Students
interpret and construct texts considering text type and commonly associated
purpose of texts with personally significant and some unfamiliar subject
matter, making connections between directly stated information and main
ideas. They draw on patterns of textual resources, commonly associated with
text types that are used to organise and link ideas and information. They
identify positive and negative textual representations. |
|
CORE LEARNING OUTCOMES |
Cultural strand |
Operational strand |
Critical strand |
|
Cu 3.2 When reading and viewing, students: · select texts for own reading and viewing purposes using knowledge of text types ·
interpret subject matter by
making connections between directly stated information to identify main ideas
and supporting details ·
make some inferences about
characters from directly stated descriptions and actions ·
|
Op 3.2 When reading and viewing, students: · identify the function of different stages of the generic structure to clarify meaning · draw on some sentence and clause patterns associated with particular text types to make meaning · locate supporting details in extended clauses and circumstances · make meaning of resources that develop subject matter, signal relationships and organise and link ideas in written and multimodal texts · make some inferences from selected noun and verb groups and the patterns of their use in the text · draw on and make strategic use of semantic, syntactic and graphophonic cues to decode and interpret words. |
Cr 3.2 When reading and viewing, students: · suggest why aspects of subject matter may have been included or omitted to represent people, places, events and things positively or negatively ·
identify how attributes,
processes and visual resources have been used to construct positive or
negative representations of people, places, events and things. |
|
LEVEL-SPECIFIC CORE CONTENT |
Knowledge of texts in contexts |
Knowledge of textual resources |
Understanding of knowledge, values and practices of groups (discourse) |
|
To demonstrate these reading and viewing outcomes students should
know: Text types ·
a range of text types within the genre categories
of narratives, procedures, reports and expositions ·
the cultural purposes commonly associated with each
genre category Subject matter ·
audience and purpose influence the writer/shaper’s
selection of subject matter ·
in narratives, main ideas are developed through connections
between plot, setting and descriptions of characters/people, places, events
and things ·
in reports and expositions, main ideas are
developed by elaborating on ideas and information with supporting details Roles and relationships ·
writers/shapers consider the interests of their
audience ·
the
relationship between writer/shaper and audience influences language use Mode and medium ·
different textual resources are available when
using different modes and mediums ·
ideas and information are organised and linked to
guide the audience. |
To demonstrate these reading and viewing outcomes students should
know: Linguistic resources Text types ·
the typical generic structure associated with text
types from within different genre categories ·
the names and functions of common stages of the
generic structure of a range of text types ·
the patterns of use of textual resources that is
typical in these genre categories ·
the sequencing of events in narratives builds up
complications and resolutions to create tension and suspense Subject matter ·
how noun and verb groups are constructed ·
different types of verb groups (being, doing,
thinking, saying and relating) typically occur in certain text types ·
some specialist words relating to subject matter ·
a clause can represent what is happening, who or
what is taking part, and the circumstances surrounding the activity ·
components of these clauses can be processes,
participants, attributes and circumstances ·
use of some processes, attributes and circumstances
invite readers to draw inferences, (e.g. The stream thundered/gurgled) ·
figurative language (e.g. simple simile) expresses
images of settings and characters Roles and relationships ·
use of some word groups (processes and
participants) signal relationships between characters ·
verb tense is consistent in simple and compound
sentences in a text ·
different types of clauses (statements, questions,
commands, exclamations) Mode and medium ·
text connectives, paragraphs, headings,
subheadings, chapters and hyperlinks can be used to link ideas and
information in a text ·
clauses can be combined, using conjunctions, to
form compound and complex sentences that elaborate subject matter ·
subjects need to agree with verbs ·
pronouns (e.g. these, those, their)
agree with the nouns to which they refer Word structure (spelling)
and punctuation ·
how to draw on semantic, syntactic and graphophonic
cues to decode and interpret words ·
how words are constructed using prefixes and
suffixes ·
the names and functions of punctuation marks,
including commas to mark clauses; and apostrophes in contractions and to show
ownership Visual,
gestural, spatial and audio resources ·
facial expressions, proximity of participants in
images, movements, gestures, shot types and volume of sound effects and music
develop the subject matter of written, visual and multimodal texts |
