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Foundation Level

Foundation Level Description

In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read and...

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Foundation Level Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand that texts can take many forms, and that imaginative and informative texts have different purposes (VCELA141)
  2. Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality (VCELA142)
Expressing and developing ideas
  1. Recognise that sentences are key units for expressing ideas (VCELA143)
  2. Recognise that texts are made up of words and groups of words that make meaning (VCELA144)
  3. Explore the different contribution of words and images to meaning in stories and informative texts (VCELA145)
Phonics and word knowledge
  1. Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146)
  2. Blend sounds associated with letters when reading consonant-vowel-consonant words (VCELA147)
Literature
Literature and context
  1. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (VCELT148)
Examining literature
  1. Recognise some different types of literary texts and identify some characteristic features of literary texts (VCELT149)
  2. Identify some features of texts including events and characters and retell events from a text (VCELT150)
Literacy
Texts in context
  1. Identify some familiar texts and the contexts in which they are used (VCELY151)
Interpreting, analysing, evaluating
  1. Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge (VCELY152)
  2. Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153)
  3. Identify some differences between imaginative and informative texts (VCELY154)

Writing

Language
Text structure and organisation
  1. Understand that some language in written texts is unlike everyday spoken language (VCELA155)
  2. Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (VCELA156)
Phonics and word knowledge
  1. Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157)
  2. Know how to use onset and rime to spell words where sounds map more directly onto letters (VCELA158)
Literature
Creating literature
  1. Retell familiar literary texts through performance, use of illustrations and images (VCELT159)
Literacy
Creating texts
  1. Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160)
  2. Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (VCELY161)
  3. Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162)
  4. Construct texts using software including word processing programs (VCELY163)

Speaking and Listening

Language
Language variation and change
  1. Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (VCELA164)
Language for interaction
  1. Explore how language is used differently at home and school depending on the relationships between people (VCELA165)
  2. Understand that language can be used to explore ways of expressing needs, likes and dislikes (VCELA166)
Expressing and developing ideas
  1. Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (VCELA167)
Phonics and word knowledge
  1. Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168)
  2. Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound) (VCELA169)
Literature
Responding to literature
  1. Respond to texts, identifying favourite stories, authors and illustrators (VCELT170)
  2. Share feelings and thoughts about the events and characters in texts (VCELT171)
Examining literature
  1. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (VCELT172)
Creating literature
  1. Modify familiar texts (VCELT173)
Literacy
Interacting with others
  1. Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174)
  2. Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact (VCELY175)

Foundation Level Achievement Standard

Reading and Viewing

By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters. They identify all the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.

Writing

When writing, students use familiar words and phrases and images to convey ideas. Their writing shows...

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Level 1

Level 1 Description

In Level 1, students communicate with peers, teachers, known adults and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret...

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Level 1 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand that the purposes texts serve shape their structure in predictable ways (VCELA176)
  2. Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (VCELA177)
Expressing and developing ideas
  1. Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (VCELA178)
  2. Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (VCELA179)
  3. Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (VCELA180)
Phonics and word knowledge
  1. Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)
  2. Understand how to spell one and two syllable words with common letter patterns (VCELA182)
  3. Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound (VCELA183)
Literacy
Texts in context
  1. Respond to texts drawn from a range of cultures and experiences (VCELY185)
Interpreting, analysing, evaluating
  1. Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (VCELY186)
  2. Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading (VCELY187)
  3. Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts (VCELY188)

Writing

Language
Text structure and organisation
  1. Understand patterns of repetition and contrast in simple texts (VCELA189)
  2. Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (VCELA190)
Phonics and word knowledge
  1. Recognise and know how to use simple grammatical morphemes in word families (VCELA191)
  2. Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components (VCELA184)
Literature
Creating literature
  1. Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (VCELT192)
  2. Build on familiar texts by using similar characters, repetitive patterns or vocabulary (VCELT193)
Literacy
Creating texts
  1. Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements (VCELY194)
  2. Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (VCELY195)
  3. Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)
  4. Construct texts that incorporate supporting images using software including word processing programs (VCELY197)

Speaking and Listening

Language
Language variation and change
  1. Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (VCELA198)
Language for interaction
  1. Understand that language is used in combination with other means of communication (VCELA199)
  2. Understand that there are different ways of asking for information, making offers and giving commands (VCELA200)
  3. Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (VCELA201)
Expressing and developing ideas
  1. Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (VCELA202)
Phonics and word knowledge
  1. Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables (VCELA203)
  2. Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words (VCELA204)
Literature
Literature and context
  1. Discuss how authors create characters using language and images (VCELT205)
Responding to literature
  1. Express preferences for specific texts and authors and listen to the opinions of others (VCELT206)
  2. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences (VCELT207)
Examining literature
  1. Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts (VCELT208)
  2. Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (VCELT209)
Literacy
Interacting with others
  1. Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others (VCELY210)
  2. Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language (VCELY211)

Level 1 Achievement Standard

Reading and Viewing

By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read aloud, with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationships between sounds and letters, high-frequency words, sentence-boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Writing

When writing, students provide details about ideas or events, and details about the participants...

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Level 2

Level 2 Description

In Level 2, students communicate with peers, teachers, students from other classes, and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret...

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Level 2 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (VCELA212)
  2. Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams (VCELA213)
Expressing and developing ideas
  1. Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (VCELA214)
  2. Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (VCELA215)
  3. Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (VCELA216)
Phonics and word knowledge
  1. Learn some generalisations for adding suffixes to words (VCELA217)
  2. Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations (VCELA218)
Literature
Examining literature
  1. Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)
Literacy
Texts in context
  1. Discuss different texts on a similar topic, identifying similarities and differences between the texts (VCELY220)
Interpreting, analysing, evaluating
  1. Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting (VCELY221)
  2. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222)
  3. Analyse how different texts use nouns to represent people, places, things and ideas in particular ways (VCELY223)

Writing

Language
Text structure and organisation
  1. Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms (VCELA224)
  2. Recognise that capital letters signal proper nouns and commas are used to separate items in lists (VCELA225)
Phonics and word knowledge
  1. Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)
  2. Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds (VCELA227)
Literature
Creating literature
  1. Create events and characters using different media that develop key events and characters from literary texts (VCELT228)
  2. Build on familiar texts by experimenting with character, setting or plot (VCELT229)
Literacy
Creating texts
  1. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (VCELY230)
  2. Reread and edit text for spelling, sentence-boundary punctuation and text structure (VCELY231)
  3. Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)
  4. Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233)

Speaking and Listening

Language
Language variation and change
  1. Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (VCELA234)
Language for interaction
  1. Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (VCELA235)
  2. Identify language that can be used for appreciating texts and the qualities of people and things (VCELA236)
Expressing and developing ideas
  1. Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237)
Phonics and word knowledge
  1. Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution (VCELA238)
  2. Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters (VCELA239)
Literature
Literature and context
  1. Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (VCELT240)
Responding to literature
  1. Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (VCELT241)
  2. Compare opinions about characters, events and settings in and between texts (VCELT242)
Examining literature
  1. Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (VCELT243)
Literacy
Interacting with others
  1. Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244)
  2. Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props (VCELY245)

Level 2 Achievement Standard

Reading and Viewing

By the end of Level 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information. They recognise all Standard Australian English phonemes, and most letter–sound matches. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Writing

Students create texts...

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Level 3

Level 3 Description

In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts...

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Level 3 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences (VCELA246)
  2. Identify the features of online texts that enhance navigation (VCELA247)
Expressing and developing ideas
  1. Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments (VCELA248)
Phonics and word knowledge
  1. Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249)
  2. Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250)
Literature
Responding to literature
  1. Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251)
  2. Develop criteria for establishing personal preferences for literature (VCELT252)
Examining literature
  1. Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253)
  2. Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254)
Literacy
Texts in context
  1. Identify the point of view in a text and suggest alternative points of view (VCELY255)
Interpreting, analysing, evaluating
  1. Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256)
  2. Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257)
  3. Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating) (VCELY258)

Writing

Language
Text structure and organisation
  1. Understand that paragraphs are a key organisational feature of written texts (VCELA259)
  2. Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260)
Expressing and developing ideas
  1. Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (VCELA261)
  2. Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262)
Phonics and word knowledge
  1. Understand how to use letter–sound relationships and less common letter combinations to spell words (VCELA263)
Literature
Creating literature
  1. Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264)
  2. Create texts that adapt language features and patterns encountered in literary texts (VCELT265)
Literacy
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266)
  2. Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267)
  3. Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268)
  4. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269)

Speaking and Listening

Language
Language variation and change
  1. Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (VCELA270)
Language for interaction
  1. Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (VCELA271)
  2. Examine how evaluative language can be varied to be more or less forceful (VCELA272)
Expressing and developing ideas
  1. Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (VCELA273)
Literature
Literature and context
  1. Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274)
Literacy
Interacting with others
  1. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275)
  2. Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276)

Level 3 Achievement Standard

Reading and Viewing

By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words. They can identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

W...

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Level 4

Level 4 Description

In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other...

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Level 4 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)
  2. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (VCELA278)
Expressing and developing ideas
  1. Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (VCELA279)
  2. Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (VCELA280)
  3. Investigate how quoted (direct) and reported (indirect) speech work in different types of text (VCELA281)
Literature
Literature and context
  1. Make connections between the ways different authors may represent similar storylines, ideas and relationships (VCELT282)
Responding to literature
  1. Describe the effects of ideas, text structures and language features of literary texts (VCELT283)
Examining literature
  1. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques (VCELT284)
  2. Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts (VCELT285)
Literacy
Texts in context
  1. Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (VCELY286)
Interpreting, analysing, evaluating
  1. Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)
  2. Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)
  3. Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other (VCELY289)

Writing

Language
Text structure and organisation
  1. Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (VCELA290)
  2. Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (VCELA291)
Expressing and developing ideas
  1. Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (VCELA292)
  2. Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts (VCELA293)
Phonics and word knowledge
  1. Understand how to use phonic generalisations to identify and write words with more complex letter combinations (VCELA294)
  2. Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families (VCELA295)
  3. Recognise homophones and know how to use context to identify correct spelling (VCELA296)
Literature
Creating literature
  1. Create literary texts by developing storylines, characters and settings (VCELT297)
  2. Create literary texts that explore students’ own experiences and imagining (VCELT298)
Literacy
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (VCELY299)
  2. Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (VCELY300)
  3. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (VCELY302)
  4. Handwrite using clearly-formed joined letters, and develop increased fluency and automaticity (VCELY301)

Speaking and Listening

Language
Language variation and change
  1. Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (VCELA303)
Language for interaction
  1. Understand that social interactions influence the way people engage with ideas and respond to others (VCELA304)
  2. Understand differences between the language of opinion and feeling and the language of factual reporting or recording (VCELA305)
Literature
Responding to literature
  1. Discuss literary experiences with others, sharing responses and expressing a point of view (VCELT306)
Literacy
Interacting with others
  1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills (VCELY307)
  2. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements (VCELY308)

Level 4 Achievement Standard

Reading and Viewing

By the end of Level 4, students understand that texts have different structures depending on the purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different texts. They express preferences for particular types of texts, and respond to others’ viewpoints.

Writing

Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create well-structured texts to explain ideas...

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Level 5

Level 5 Description

In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

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Level 5 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)
  2. Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (VCELA310)
Expressing and developing ideas
  1. Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (VCELA311)
Phonics and word knowledge
  1. Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (VCELA312)
Literature
Literature and context
  1. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (VCELT313)
Responding to literature
  1. Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (VCELT314)
Examining literature
  1. Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (VCELT315)
  2. Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (VCELT316)
Literacy
Texts in context
  1. Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317)
Interpreting, analysing, evaluating
  1. Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)
  2. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)
  3. Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320)

Writing

Language
Text structure and organisation
  1. Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (VCELA321)
  2. Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (VCELA322)
Expressing and developing ideas
  1. Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (VCELA323)
  2. Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (VCELA324)
  3. Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (VCELA325)
Phonics and word knowledge
  1. Recognise and write less familiar words that share common letter patterns but have different pronunciations (VCELA326)
Literature
Creating literature
  1. Create literary texts that experiment with structures, ideas and stylistic features of selected authors (VCELT327)
  2. Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (VCELT328)
Literacy
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329)
  2. Reread and edit own and others’ work using agreed criteria for text structures and language features (VCELY330)
  3. Develop a handwriting style that is becoming legible, fluent and automatic (VCELY331)
  4. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (VCELY332)

Speaking and Listening

Language
Language variation and change
  1. Understand that the pronunciation, spelling and meanings of words have histories and change over time (VCELA333)
Language for interaction
  1. Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (VCELA334)
  2. Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (VCELA335)
Literature
Responding to literature
  1. Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (VCELT336)
Literacy
Interacting with others
  1. Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills (VCELY337)
  2. Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (VCELY338)

Level 5 Achievement Standard

Reading and Viewing

By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. When reading, they confidently encounter and can decode less familiar words.

Writing

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence...

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Level 6

Level 6 Description

In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

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Level 6 Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (VCELA339)
Expressing and developing ideas
  1. Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (VCELA340)
Literature
Responding to literature
  1. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (VCELT341)
  2. Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts (VCELT342)
Examining literature
  1. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)
  2. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (VCELT344)
Literacy
Interpreting, analysing, evaluating
  1. Analyse strategies authors use to influence readers (VCELY345)
  2. Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning (VCELY346)
  3. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)

Writing

Language
Text structure and organisation
  1. Understand that cohesive links can be made in texts by omitting or replacing words (VCELA348)
  2. Understand the uses of commas to separate clauses (VCELA349)
Expressing and developing ideas
  1. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (VCELA350)
  2. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (VCELA351)
  3. Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (VCELA352)
Phonics and word knowledge
  1. Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words (VCELA353)
  2. Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages (VCELA354)
Literature
Creating literature
  1. Experiment with text structures and language features and their effects in creating literary texts (VCELT355)
  2. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (VCELT356)
Literacy
Texts in context
  1. Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (VCELY357)
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)
  2. Reread and edit own and others’ work using agreed criteria and explaining editing choices (VCELY359)
  3. Develop a handwriting style that is legible, fluent and that can vary depending on context (VCELY360)
  4. Use a range of software, including word processing programs, learning new functions as required to create texts (VCELY361)

Speaking and Listening

Language
Language variation and change
  1. Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (VCELA362)
Language for interaction
  1. Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (VCELA363)
  2. Understand the uses of objective and subjective language and bias (VCELA364)
Literature
Literature and context
  1. Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (VCELT365)
Literacy
Interacting with others
  1. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience (VCELY366)
  2. Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)

Level 6 Achievement Standard

Reading and Viewing

By the end of Level 6, students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts. They understand how the use of text structures can achieve particular effects and can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Writing

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language...

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