The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map these directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Foundation, learning in English builds on the Victorian Early Years Learning and Development Framework (VEYLDF) and each student’s prior knowledge and experiences.
Students make connections between language and context.
Students develop their reading in a text-rich environment through engagement with a range of texts. This range includes literature that expands and reflects their world, and texts that support learning in English and across the curriculum. Students participate in shared reading, viewing and storytelling. Spoken, written and multimodal texts may include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Beginning readers start with and practise reading using decodable texts that align with phonic development. These texts systematically introduce words with a limited number of phoneme–grapheme correspondences and add phoneme–grapheme correspondences as proficiency develops. Developing readers engage with some simple and authentic texts that involve straightforward sequences of events and everyday happenings from a single perspective, ideas and events close to students’ experiences, a small range of language features including simple and compound sentences, high-frequency words, and other words that can be decoded using developing phonic knowledge.
At Foundation, students create short narrative and informative texts that may include pictorial representations, short statements, performances and short recounts, for a small range of purposes and audiences.
By the end of Foundation, students demonstrate the following skills in English.
When interacting with others, students explore vocabulary used in familiar contexts and how language changes in different contexts....
By the end of Foundation, students demonstrate the following skills in English.
When interacting with others, students explore vocabulary used in familiar contexts and how language changes in different contexts.
They share thoughts and preferences.
When speaking to an audience, students deliver short spoken texts, including retelling stories and reporting events, using features of voice.
When listening, reading and viewing, students engage with a range of different types of texts, including decodable and authentic texts, using developing phonic knowledge.
They blend, segment and manipulate phonemes in one-syllable words, and use knowledge of letters and sounds to read consonant-vowel-consonant (CVC) words. They read some high-frequency words and identify boundary punctuation.
When demonstrating understanding of texts, students identify and make connections between characters, settings and events and their own feelings and thoughts.
They identify how types of texts, both print and digital, are organised for purpose and navigation. They compare how textual elements other than language, such as images and sounds, can contribute to meaning.
When creating and sharing short texts, students retell stories and report information, using familiar words and images where appropriate. They share in simple editing processes.
They use words, phrases and punctuation, including capital letters and full stops, from familiar contexts and texts, and from their learning.
They form letters and spell most consonant-vowel-consonant (CVC) words.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map these directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 1, learning in English builds on the Victorian Early Years Learning and Development Framework (VEYLDF) and each student’s prior knowledge and experiences.
Students use language and gestures to communicate, and they interact with familiar audiences for different purposes.
Students engage with a variety of texts for enjoyment and learning. They listen to, read and view spoken, written and multimodal texts. Texts may include picture books, various types of stories, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, dramatic performances, and texts used by students as models for constructing their own texts.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Students develop their reading in a text-rich environment through engagement with a range of texts. This range includes literature that expands and reflects their world and texts that support learning in English and across the curriculum. Some students will continue to practise their reading with decodable texts that align with phonic development. These texts systematically introduce words with phoneme–grapheme correspondences. Developing readers engage with authentic texts that support and extend them as independent readers. These texts include straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts, with illustrations and diagrams, present a small amount of new content about familiar topics of interest and topics being studied in other learning areas. These texts use a small range of language features including simple and compound sentences, some unfamiliar vocabulary, high-frequency words and other words that need to be decoded using developing phonic knowledge.
Students create short texts whose purposes may be narrative, informative and persuasive. These texts may explain simple procedures, recount real or imagined events or experiences, report and describe learning area content, retell stories, express opinions, and describe real or imagined people, places or things for an audience.
By the end of Level 1, students demonstrate the following skills in English.
When interacting with others, students understand the vocabulary of curriculum area topics and use language, facial expressions and gestures when requesting, exclaiming and commanding. They use turn-taking skills....
By the end of Level 1, students demonstrate the following skills in English.
When interacting with others, students understand the vocabulary of curriculum area topics and use language, facial expressions and gestures when requesting, exclaiming and commanding. They use turn-taking skills.
They explore language to express preferences and opinions.
When speaking to an audience, students deliver short spoken texts, engaging with personal or learnt topics, using features of voice.
When listening, reading and viewing, students engage with a range of different types of texts, including decodable and authentic texts, using developing phonic knowledge.
They blend, segment and manipulate words with one and 2 syllables. They read an increasing number of high-frequency words and understand boundary punctuation.
When demonstrating understanding of texts, students discuss characters, settings, events and images, and make connections between texts and their personal experiences. They begin to build their understanding of literal and inferred meanings. They identify how types of texts, both print and digital, are organised for purpose and navigation. They compare how textual elements other than language, such as images and sounds, can contribute to meaning in texts.
When creating short written and spoken texts, students use narrative and informative text structures; incorporate some detail from previously encountered texts, learnt topics or topics of interest; and include appropriate multimodal elements. They re-read their texts and complete simple edits.
They select learning area or topic-specific vocabulary.
They write words using unjoined lower-case and upper-case letters. They spell most one- and 2-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words. They apply boundary punctuation.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 2, learning in English builds on the Victorian Early Years Learning and Development Framework (VEYLDF) and each student’s prior knowledge and experiences.
Students vary language choice according to context and learn there are different modes of communication with distinct features.
Students engage with a variety of texts for enjoyment and learning. They listen to, read and view spoken, written and multimodal texts that may be narrative, informative and persuasive. Texts may include oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Students transition to become independent readers. They continue to develop their decoding and comprehension skills, using a range of texts. Informative texts present new content about topics of interest and topics being studied in other learning areas, and they may include illustrations and diagrams that extend the text. Literary texts may include sequences of events that span several pages, unusual happenings within a framework of familiar experiences, and images that extend meaning. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words, more complex words that need to be decoded using phonic and morphemic knowledge, and a range of punctuation conventions.
Students create texts whose purposes may be narrative, informative and persuasive. Texts created may include recounts of stories and experiences, reports and explanations of learning area content, explanations of simple processes, and expressions of opinions about texts or experiences, including supporting reasons. These texts are created for an audience.
By the end of Level 2, students demonstrate the following skills in English.
When interacting with others, students apply learnt vocabulary and vary language choices depending on context, actively listen to others, and extend their own ideas....
By the end of Level 2, students demonstrate the following skills in English.
When interacting with others, students apply learnt vocabulary and vary language choices depending on context, actively listen to others, and extend their own ideas.
They explore the language of appreciation and provide reasons for preferences.
When speaking to an audience, students deliver short spoken texts, engaging with topics for a familiar audience and appropriate for purpose, using features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They read using phonic, morphemic and vocabulary knowledge; grammatical knowledge such as compound sentences, noun and verb groups; and knowledge of punctuation.
They read some unfamiliar words and most high-frequency words.
When demonstrating understanding of texts, students discuss and compare connections between characters, settings and events, and draw on their knowledge of context to build literal and inferred meanings. They express personal preferences for particular texts.
They describe how different types of texts across the curriculum, both print and digital, are organised for purpose and navigation. They understand that elements other than language – such as images and sounds – can multiply meanings in texts.
When creating short written and spoken texts, including stories to inform, express an opinion, explore an idea or narrate for audiences, students use ideas and details from previously encountered texts, learnt topics or topics of interest, and include appropriate multimodal elements. They re-read their texts and edit for improvement.
They use narrative and informative text structures to organise their own texts, and they use grammar and punctuation to create links.
They begin to make deliberate choices when applying learnt vocabulary.
They write words using consistently legible unjoined lower-case and upper-case letters. They spell words with regular spelling patterns and use phonic and morphemic knowledge to attempt to spell words with less common patterns.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 3, students use cooperation strategies to interact, and they engage with spoken, written and visual communication.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Students engage with a variety of texts for enjoyment and learning. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
Students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences, and they may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text.
Students create narrative, informative and persuasive texts, which may include stories, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences.
By the end of Level 3, students demonstrate the following skills in English.
When interacting with others, students extend topic-specific and appropriate vocabulary and use cooperation strategies and interaction skills to contribute to discussions....
By the end of Level 3, students demonstrate the following skills in English.
When interacting with others, students extend topic-specific and appropriate vocabulary and use cooperation strategies and interaction skills to contribute to discussions.
They explore the language of evaluation and emotion.
When speaking to an audience, students deliver short spoken texts, exploring topics and text types, including multimodal or digital elements, and using features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They read using phonic, morphemic and vocabulary knowledge; grammatical knowledge such as subject–verb agreement and tense; and knowledge of apostrophe use.
They read multisyllabic words with more complex letter patterns.
When demonstrating understanding of texts, they discuss connections between the experiences of characters in texts and their own personal experiences to build literal and inferred meanings. They share personal preferences for texts.
They explore how different types of texts across the curriculum, both print and digital, use different structures for purpose and navigation. They identify literary devices, such as rhythm and onomatopoeia, and describe how images and sound can extend meaning.
When creating written and spoken texts to inform, narrate, explain or argue, students use ideas and details from previously encountered texts, learnt topics or topics of interest, and they include appropriate multimodal elements. They re-read their texts and edit for meaning, structure and grammatical choices.
They use text structures to begin to develop paragraphs for different purposes. They use grammar and punctuation to appropriately represent processes and connections, including using modal verbs.
They extend their use of topic-specific vocabulary, such as technical words, and adopt and adapt language features from texts.
They write texts using letters that are joined, accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 4, students use language to interact and develop relationships in different contexts.
Students engage with a variety of texts for enjoyment and learning. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 4 as independent readers may describe sequences of events that develop over chapters, and unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text.
Students create a range of narrative, informative and persuasive texts that may include stories, performances, reports, reviews, poetry and arguments for particular purposes and audiences.
By the end of Level 4, students demonstrate the following skills in English.
When interacting with others, students use an expanded vocabulary and language to develop relationships in different contexts....
By the end of Level 4, students demonstrate the following skills in English.
When interacting with others, students use an expanded vocabulary and language to develop relationships in different contexts.
They share and extend ideas and information. They differentiate between the language of opinion, facts and feelings.
When speaking to an audience, students deliver structured spoken texts, exploring topics and text types, including multimodal or digital elements. They use language suitable to context, and appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They read by integrating phonic, morphemic and vocabulary knowledge; grammatical knowledge such as the use of clauses and phrases to provide details and indicate relationships; and knowledge of punctuation for dialogue.
When demonstrating understanding of texts, students consider storylines, ideas and relationships between characters to build literal and inferred meanings. They describe the effects of text structures and language features. They share opinions about texts.
They explore how different types of texts across the curriculum, both print and digital, are organised into characteristic stages for purpose and navigation. They describe how literary devices, such as wordplay, shape meaning. They explore the framing and composition of still images and moving images and the use of sound.
When creating written and spoken texts for a small range of purposes and audiences, students adapt ideas and details from texts, learnt topics or topics of interest, and include appropriate multimodal elements. They edit their texts to improve content and structure.
They use text structures to sequence and connect ideas and to develop paragraphs. They use grammar and punctuation to create relationships, including through the use of tense.
They expand their vocabulary, such as through using synonyms and antonyms, and they use adverbial phrases to build meaning. They explore language features, including wordplay.
They write texts using clearly formed joined letters with developing fluency. They spell words, including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 5, students select language to interact for different social purposes.
Students engage with a variety of texts for enjoyment and learning. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include film and digital texts, novels, poetry, non-fiction and dramatic performances. The features of these texts may be used by students as models for creating their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 5 as independent readers may include complex sequences of events, elaborated events including flashbacks and shifts in time, and a range of characters. These texts may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings. Informative texts may supply technical information and/or content about a wide range of topics of interest, as well as topics being studied in other areas of the curriculum. Text structures may include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features may include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of images and graphics. Texts may reveal that the English language is dynamic and changes over time.
Students create a range of narrative, informative and persuasive texts that may include stories, procedures, performances, reports, reviews, poetry, arguments and explanations for particular purposes and audiences.
From Level 5 onwards, students continue to develop legible handwriting.
By the end of Level 5, students demonstrate the following skills in English.
When interacting with others, students use vocabulary precisely and select language for social purposes and roles, to clarify meaning and make connections....
By the end of Level 5, students demonstrate the following skills in English.
When interacting with others, students use vocabulary precisely and select language for social purposes and roles, to clarify meaning and make connections.
They extend their discussion beyond bare assertions and account for differing opinions and authoritative sources.
When speaking to an audience, students deliver structured spoken texts, exploring topics and text types, including multimodal or digital elements. They select language for a specific purpose and use appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They read by integrating phonic, morphemic and vocabulary knowledge, and grammatical knowledge such as complex sentences and the use of clauses for effect.
When demonstrating understanding of texts, students identify textual aspects that represent details about historical, cultural and social contexts. They describe how texts convey feelings, mood, actions and ideas to build literal and inferred meanings. They evaluate information and ideas in texts. They explain how different types of texts, both print and digital, are organised into characteristic stages for purpose. They discuss the effects of imagery and sound devices in texts. They explain how the sequence of still images, and moving images and sound, create or affect meaning.
When creating written and spoken texts for specific purposes and audiences, students develop ideas and adapt textual details drawn from texts and include appropriate multimodal elements. They edit their texts using an agreed set of criteria.
They use text structures, including paragraphs, to create prominence and build sequence and cohesion. They use grammar and punctuation, including complex sentences to provide additional information and description.
They use precise vocabulary, such as specialist and technical terms. They experiment with language features, including figurative language.
They write legibly and fluently. They spell new and unfamiliar words using phonic, morphemic and grammatical knowledge.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 6, students select language to interact and to acknowledge formality and social distance.
Students engage with a variety of texts for enjoyment and learning. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include film and digital texts, novels, poetry, non-fiction and dramatic performances. The features of these texts may be used by students as models for creating their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 6 as independent readers may include elaborated events including flashbacks and shifts in time, and a range of less predictable characters. These texts may support students’ understanding of authors’ styles. They may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings. Informative texts may include technical information and/or content about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures may include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative and idiomatic language, and information presented in various types of images and graphics.
Students create a range of narrative, informative and persuasive texts that may include stories, procedures, performances, reports, reviews, poetry, expositions, explanations and discussions for particular purposes and audiences.
By the end of Level 6, students demonstrate the following skills in English.
When interacting with others, students use vivid vocabulary, select language to acknowledge formality and social distance, and use appropriate strategies such as paraphrasing and questioning....
By the end of Level 6, students demonstrate the following skills in English.
When interacting with others, students use vivid vocabulary, select language to acknowledge formality and social distance, and use appropriate strategies such as paraphrasing and questioning.
They explore objective and subjective language and identify bias.
When speaking to an audience, students deliver structured spoken texts, exploring topics and text types, including multimodal or digital elements. They select language appropriate for purpose and audience and use appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They read by integrating phonic, morphemic and vocabulary knowledge; grammatical knowledge such as complex sentences and adverb groups; and knowledge of the multiple uses of commas.
When demonstrating understanding of texts, students explore and compare characters and events, and information and ideas, from different historical, cultural or social contexts to build literal and inferred meanings.
They explain how different types of texts, both print and digital, adapt text structures and language features for specific purposes. They explain the effects of imagery and sound devices in texts. They explain how still images, moving images and sound create point of view.
When creating written and spoken texts for specific purposes and audiences, students explore ideas and experiment with textual details from texts, and include appropriate multimodal elements. They edit their texts using an agreed set of criteria and explore editing choices.
They use text structures, including repetition, to create sequence and cohesion, sentence structure to expand ideas, and punctuation to create clarity.
They use vivid, emotive vocabulary. They experiment with language features and literary devices.
They write legibly and fluently for sustained periods. They spell new and technical words using phonic, morphemic and grammatical knowledge.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 7, students use language to interact and to express their social identities.
Students engage with a variety of texts for enjoyment and learning. They listen to, read, view, analyse, interpret, create and perform a range of spoken, written and multimodal texts. Texts may include various types of media, online and digital texts, novels, non-fiction, film, poetry and dramatic performances. The features of these texts may be used by students as models for creating their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 7 as independent readers may be drawn from a range of realistic, fantasy, speculative fiction and historical genres. They may involve some challenging sequences of events and/or less predictable characters. These texts may explore themes of interpersonal relationships and ethical dilemmas in real-world and fictional settings, and represent a variety of perspectives. Informative texts may present technical information and content from credible sources about specialised topics. Text structures may be more complex, including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features may include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and/or information supported by various types of images and graphics.
Students create a range of texts whose purposes may be aesthetic, narrative, reflective, informative, persuasive and/or analytical, for example stories, performances, reports, reviews and arguments for different audiences.
By the end of Level 7, students demonstrate the following skills in English.
When interacting with others, students explore specialist and technical vocabulary and use language to express social identities....
By the end of Level 7, students demonstrate the following skills in English.
When interacting with others, students explore specialist and technical vocabulary and use language to express social identities.
They discuss and present ideas, including about texts. They explore the language of evaluation and substantiation.
When speaking to an audience, students deliver structured spoken texts, selecting text types appropriate for purpose and audience, including multimodal or digital elements. They demonstrate an understanding of formal language and use appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They engage with vocabulary and grammatical knowledge, and the ways that different sentence structures extend and explain ideas, how accurate use of tense creates clarity and how punctuation supports meaning.
When demonstrating understanding of texts, students explain ways that characters, settings and events combine and create meaning in texts from different historical, cultural or social contexts. They develop opinions about texts through explorations of how literary devices and language features, and still and moving images and sound, create characters, settings and events. They explain and summarise ideas drawn from texts.
They describe how texts, including print and digital, are structured for different purposes. They explain how literary devices create meaning and aesthetic qualities. They explore how perspective is created through still images, moving images and sound.
When creating written and spoken texts, students convey ideas and information to a specific audience. They select textual details from texts appropriate for purpose, and include appropriate multimodal or digital elements. They review and edit their own and others’ texts and reflect on these processes.
They use text structures that build sequence and cohesion in a text; grammar, including sentence structures, to achieve clarity; and punctuation to support meaning.
They use vocabulary that builds specialist and technical knowledge. They experiment with language features and literary devices they have encountered in texts.
They use spelling rules and knowledge of word origins to spell unfamiliar words.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 8, students use language to interact and in support of relationships and roles.
Students engage with a variety of texts for enjoyment and learning. They listen to, read, view, analyse, interpret, evaluate, create and perform a range of spoken, written and multimodal texts. Texts may include various types of media texts such as online and digital texts, novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts are influenced by context, purpose and audience. They understand how the features of texts may be used as models for creating their own work.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 8 as independent readers may be drawn from a range of realistic, fantasy, speculative fiction and/or historical genres. They may involve intertextual references, some challenging sequences and/or non-stereotypical characters. These texts may explore themes of interpersonal relationships and ethical dilemmas in real-world and fictional settings, and/or represent a variety of perspectives. Informative texts may present technical information and abstract content from credible sources about specialised topics and concepts. Language features may include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and/or information supported by various types of images and graphics.
Students create a range of texts whose purposes may be aesthetic, narrative, reflective, informative, persuasive and/or analytical, for example stories, performances, reports and discussions, literary analyses and reviews for different audiences.
By the end of Level 8, students demonstrate the following skills in English.
When interacting with others, students explore academic vocabulary and use language to support relationships and roles....
By the end of Level 8, students demonstrate the following skills in English.
When interacting with others, students explore academic vocabulary and use language to support relationships and roles.
They explore and challenge the various meanings in text through discussions with others. They explore rhetorical and literary devices when evaluating and substantiating.
When speaking to an audience, students deliver structured spoken texts, selecting text types appropriate for purpose and audience, including multimodal or digital elements. They use language to suit formal and informal contexts, and appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They engage with vocabulary and grammatical knowledge, and the ways that different clause structures add information, the effects of nominalisation and how punctuation supports meaning.
When demonstrating understanding of texts, students identify and explain intertextual references, issues and points of view from diverse historical, cultural and social contexts. They explore opinions about texts through explorations of how literary devices and language features, and still and moving images and sound, influence the reader’s response to represented values. They analyse and evaluate the ways that ideas are organised in texts.
They explain how texts, including print, digital and hybrid, are structured for different purposes. They explore how literary devices, including imagery, create meaning and aesthetic qualities. They explore how still images, moving images and sound use intertextual references to create meaning.
When creating written and spoken texts, students select and expand on ideas and experiment with language features and literary devices for purpose and effect, and include appropriate multimodal or digital elements. They review and edit their own and others’ texts and reflect on these processes.
They use evidence and substantiation to create cohesion; structure to create sequence; grammar to add information and expand ideas; and punctuation to support meaning.
They use vocabulary typical of academic texts, including nominalisation. They experiment with language features and literary devices for effect.
They use spelling rules and word origins to learn and accurately spell new words.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 9, students use language to interact and to support strengthening relationships and roles.
Students engage with a variety of texts for enjoyment and learning. They analyse, interpret, evaluate, discuss, create and perform a wide range of texts. Texts may include various types of media texts such as film, digital and online texts, novels, non-fiction, poetry, dramatic performances and multimodal texts. Themes and issues may involve levels of abstraction, higher-order reasoning and intertextual references. Students are beginning to develop a critical understanding of how texts, language, and visual and audio features are influenced by context.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 9 as independent readers may be drawn from a range of literary genres. They may involve complex, challenging plot sequences and/or hybrid structures that may serve multiple purposes. These texts may explore themes of human experience and cultural significance, interpersonal relationships, and/or ethical and global dilemmas in real-world and fictional settings. They may represent a variety of perspectives. Informative texts may represent a synthesis of technical and abstract information (from credible or verifiable sources) about a wide range of specialised topics and concepts. Language features may include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and/or dense information supported by various types of images and graphics.
Students create a range of texts whose purposes may be aesthetic, narrative, reflective, informative, persuasive, analytical and/or critical, for example stories, performances, reports, discussions, literary analyses, arguments, transformations of texts and reviews for a range of audiences.
By the end of Level 9, students demonstrate the following skills in English.
When interacting with others, students explore vocabulary of mood and style and use language to strengthen relationships and roles....
By the end of Level 9, students demonstrate the following skills in English.
When interacting with others, students explore vocabulary of mood and style and use language to strengthen relationships and roles.
They discuss opinions on texts. They use evaluative and substantiative language to express individual views.
When speaking to an audience, students deliver structured spoken texts, selecting text types appropriate for purpose and audience, including multimodal or digital elements. They demonstrate different levels of formality in their language choice and use appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They engage with vocabulary and grammatical knowledge, including the ways that sentence structures are varied for creative effect and how punctuation supports citation and reference.
When demonstrating understanding of texts, students discuss their responses to texts from diverse historical, cultural and social contexts, and they compare initial and subsequent impressions. They explore different responses, including personal impressions. They analyse how language and/or still and moving images and sound represent values, beliefs and attitudes and are used to shape audiences’ preferences. They analyse the relationship between text structures, language features, literary devices and intertextual connections.
They explore how authors adapt and experiment with texts, including print, digital and hybrid, according to purpose. They analyse how literary devices, including poetic features, create meaning and aesthetic qualities. They analyse how symbols in still and moving images, and sound effects, create meaning.
When creating written and spoken texts, students present ideas through a point of view and/or a voice. They experiment with textual elements and include appropriate multimodal or digital elements. They review and edit their own and others’ texts for clarity and control and reflect on these processes.
They experiment with text structures for cohesion and sequence, vary grammar for creative effect and use punctuation to condense and link ideas.
They use vocabulary that contributes to style, mood and tone. They use language features and literary devices to create hybrid texts.
They explore standard and non-standard spelling for creative effect.
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected...
The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.
The achievement standards explicitly link together skills drawn from the 3 strands, and map directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Level 10, students distinguish between inclusive and exclusive language, and communicate effectively in familiar and unfamiliar contexts including local or global communities and vocational contexts.
Students engage with a variety of texts for enjoyment and for learning. They analyse, interpret, evaluate, discuss, create and perform a wide range of texts. Texts may include various types of media texts such as film, digital and online texts, novels, non-fiction, poetry, dramatic performances and multimodal texts. Themes and issues may involve levels of abstraction, higher-order reasoning and intertextual references. Students develop a critical understanding of how texts, language, and visual and audio features are influenced by context.
The range of literary texts comprises the oral narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Literary texts that support and extend students in Level 10 as independent readers may be drawn from a range of literary genres. They may involve complex, challenging plot sequences and hybrid structures that may serve multiple purposes. These texts may explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas in real-world and fictional settings. They may represent a variety of perspectives. Informative texts may represent a synthesis of technical and abstract information (from credible or verifiable sources) about specialised topics and concepts. Language features may include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and/or dense information supported by various types of images and graphics.
Students create a range of texts whose purposes may be aesthetic, narrative, reflective, informative, persuasive, analytical and/or critical, for example stories, arguments that include analytical expositions and discussions, analysis and responses that include personal reflections, reviews and critical responses for a range of audiences.
By the end of Level 10, students demonstrate the following skills in English.
When interacting with others, students use an expanded vocabulary and distinguish inclusive and exclusive language....
By the end of Level 10, students demonstrate the following skills in English.
When interacting with others, students use an expanded vocabulary and distinguish inclusive and exclusive language.
They discuss and present opinions about texts. They explore language that reveals views and values.
When speaking to an audience, students deliver structured spoken texts, selecting text types appropriate for purpose and audience, including multimodal or digital elements. They experiment with formality in their language and use appropriate features of voice.
When reading and viewing, students engage with a range of different types of texts for meaning.
They engage with vocabulary and grammatical knowledge, and the ways that sentence structures, syntax and punctuation express ideas.
When demonstrating understanding of texts, students analyse and evaluate representations from diverse historical, cultural and social contexts, and compare initial and subsequent impressions. They synthesise their own interpretations of a text, and evaluate how literary devices, and still and moving images and sound, represent values, beliefs and attitudes. They evaluate the connections between text structures, language features, literary devices and intertextual references.
They analyse and evaluate the structures of texts, including print, digital and hybrid, according to purpose. They compare the use of voice as a device to evoke emotion and to create aesthetic qualities. They evaluate the features of still images, moving images and sound and their effects on representation.
When creating written and spoken texts, students use a sustained voice and reflect on challenging or complex ideas or issues. They select appropriate textual elements for purpose and audience, and include appropriate multimodal or digital elements. They review, edit and refine their own and others’ texts and reflect on these processes.
They vary and experiment with text structures, grammar and punctuation to create and maintain cohesion and sequence.
They use vocabulary with precision for purpose. They select, adapt and apply language features and literary devices, and use a sustained voice.
They use standard and non-standard spelling appropriate for purpose and audience.
