In Year 7, students: In Year 8, students: In Year 9, students: In Year 10, students:
C o m p r e h e n d i n g
t e x t s
t h r o u g h
l i s t e n i n g ;
c o m p o s i n g
t e x t s
t h r o u g h
s p e a k i n g
T e x t
k n o w l e d g e
Listening and Speaking, Year 7: LS 7 LS 8 LS 9 LS 10 i. Identify different purposes for listening and speaking. Select and modify text structures and language features to develop ideas and information for the chosen content and context i. Identify formal and informal purposes for listening and speaking. Select and manipulate text structures and language features to develop arguments and opinions for the chosen content and context i. Identify and analyse own and others purposes for listening and speaking. Select and manipulate text structures and language features to position and persuade audiences for the chosen content and context i. Identify, analyse and evaluate purposes for listening and speaking. Manipulate complextext structures and language features to extend responses or refute arguments for the chosen content and context ii. Plan, research, rehearse and deliver spoken presentations specific to learning areas by selecting purpose, structure and features ii. Plan, research, rehearse and deliver spoken presentations specific to learning areas by selecting and sequencing purpose, structure and features to impact on audiences ii. Plan, research, rehearse and deliver spoken presentations specific to learning areas in formal and informal settings, selecting purpose, structure and features to position and persuade audiences ii. Plan, research, rehearse and deliver extended spoken presentations specific to learning areas C o m p r e h e n s i o n
iii. Communicate to: summarise information confirmkey ideas, concepts or positions ask questions that probe for deeper understanding analyse and evaluate learning area language identify and use subjective (exemplifying speakers thinking), objective (information and ideas based on fact) and evaluative language iii. Communicate to: make inferences by identifying language that links ideas and arguments evaluate information and ideas using subjective, objective and evaluative language iii. Communicate to interpret and evaluate ideas, opinions and information in extended learning area texts iii. Communicate to evaluate and synthesise concepts and points of viewin extended learning area texts iv. Compose and contribute in different groups and settings by interpreting and responding to spoken language features and non-verbal cues, including: selecting vocabulary to create detailed and accurate descriptions presenting a point of view iv. Compose and contribute in different groups and settings by interpreting and responding to spoken language features and non-verbal cues, including: justifying arguments and opinions selecting vocabulary to emphasise a point of view iv. Compose and contribute in different groups and settings by interpreting and responding to spoken language features and non-verbal cues, including: evaluating persuasive language using vocabulary to establish mood or expertise iv. Compose and contribute in different groups and settings by interpreting and responding to spoken language features and non-verbal cues, including: synthesising ideas, arguments and opinions to negotiate comparing, evaluating and challenging different points of viewto justify a position v. Use interaction and communication skills to contribute to informal debates and discussions by: interrogating and analysing ideas evaluating information and comparing solutions applying strategies to repair breakdowns in discussion offering explanations and describing processes developing and introducing topics using agreed protocols v. Use interaction and communication skills to contribute to formal and informal debates and discussions by: using conventions that suit the context responding to others points of view
v. Use interaction and communication skills to contribute to formal and informal debates and discussions by: planning and using organising structures listening and responding to others points of view v. Use interaction and communication skills to contribute to formal and informal debates and discussions by using organising structures and language features to extend or refute diverse opinions
G r a m m a r
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vi. Use words and word groups in complexsentences to effectively showthe connections between ideas and evidence vi. Use words and word groups in complexsentences to establish mood, expertise or authority, influence the listener or strengthen a point of view vi. Use words and word groups in complexsentences to position listeners and to convey degrees of certainty, uncertainty, authority or obligation vi. Use words and word groups in complexsentences to discuss, analyse and evaluate ideas and information involving challenging and complexissues W o r d
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vii. Use vocabulary related to learning areas, replacing everyday terms with more specialised vocabulary vii. Use specialised learning area vocabulary to explain new learning vii. Use specialised learning area vocabulary to convey authority and specific meanings vii. Use specialised learning area vocabulary to discriminate between shades of meaning or enhance persuasive language
Years 710 Literacy Indicators Australian Curriculumv.3 Queensland Studies Authority February 2012 Page 2 of 3
In Year 7, students: In Year 8, students: In Year 9, students: In Year 10, students: C o m p r e h e n d i n g
t e x t s
t h r o u g h
v i e w i n g
a n d
r e a d i n g
T e x t
k n o w l e d g e
Viewing and Reading, Year 7: VR 7 VR 8 VR 9 VR 10 i. View, read, navigate and select texts to suit learning purposes, content and context i. View, read, navigate and select texts to suit learning purposes, content and context i. View, read, navigate and select texts to suit learning purposes, content and context i. View, read, navigate and select texts to suit learning purposes, content and context ii. Viewand read written, visual and multimodal learning area texts that: use topic sentences, overviews, initial and concluding paragraphs, indexes and site maps or breadcrumb trails to enhance readability have complexrelationships between textual features, ideas and concepts reference other sources and use data sets ii. Viewand read written, visual and multimodal learning area texts that: include original sources are hybrids of different types of text identify complexrelationships and ideas ii. Viewand read written, visual and multimodal learning area texts that have inter-textual references ii. Viewand read written, visual and multimodal learning area texts that: have complexand unpredictable structures have complexcontent C o m p r e h e n s i o n
iii. Use text-processing strategies when viewing and reading, including: using prior knowledge about text type, content and author to navigate texts questioning and crosschecking texts to monitor meaning and to clarify purpose, beliefs and attitudes iii. Use text-processing strategies when viewing and reading, including: drawing conclusions forming hypotheses iii. Use and adjust text-processing strategies when viewing and reading, including questioning context, content, purpose, and representations of people and events iii. Use and adjust text-processing strategies when viewing and reading, including analysing and evaluating information sources iv. Independently view, read and demonstrate understanding of learning area texts by: analysing information and supplying evidence from interrelated parts of texts explaining the effects of text structures and language features synthesising information to drawconclusions within and between texts identifying structures, including taxonomies analysing and explaining the effect of technological innovations iv. Independently view, read and demonstrate understanding of learning area texts by: interpreting and evaluating information identifying supporting evidence frominterrelated parts of texts analysing and evaluating the accuracy or reliability of information and sources iv. Independently view, read and demonstrate understanding of learning area texts by: analysing innovative text structures and language analysing the validity of information including secondary sources iv. Independently view, read and demonstrate understanding of learning area texts, including academic texts by combining, connecting, comparing and synthesising ideas and concepts G r a m m a r
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v. Identify and describe words and word groups that: represent ideas in complexsentences compare and contrast v. Identify and describe words and word groups that: represent, sequence, and extend ideas in complex sentences signal relationships v. Identify and describe words and word groups that signal relationships within complexsentences and extended texts v. Identify, describe and evaluate selection of words and word groups that manipulate relationships within complexsentences and extended texts W o r d
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vi. Read independently, with fluency, specific learning area vocabulary, including words with multiple meanings vi. Read independently, with fluency, technical and literary language in hybrid and learning area texts vi. Read independently, with fluency, specialist and topic vocabulary that contributes to the specificity and authority of texts vi. Read independently, with fluency, specific learning area vocabulary that expresses abstract concepts and shades of meaning vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues, including knowledge about word origins, base words, prefixes and suffixes vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues, including referring to secondary sources such as dictionaries and glossaries vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues vii. Predict and confirmthe meaning of unfamiliar words and decode themusing and combining cues V i s u a l
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viii. Analyse howvisual features drawon or allude to other texts or images to enhance or create meaning viii. Analyse the effects of visual features on the viewer/ reader and howimages can be used for impact viii. Analyse and evaluate howvisual features can be: manipulated to affect the interpretation of a text arranged for particular stylistic effects used to persuade viii. Analyse and evaluate the impact of different visual features and choices in the composition of images, including symbolic images
Years 710 Literacy Indicators Australian Curriculumv.3 Queensland Studies Authority February 2012 Page 3 of 3
In Year 7, students: In Year 8, students: In Year 9, students: In Year 10, students: C o m p o s i n g
t e x t s
t h r o u g h
w r i t i n g
a n d
c r e a t i n g
T e x t
k n o w l e d g e
Writing and Creating, Year 7: WC 7 WC 8 WC 9 WC 10 i. Identify the purpose, content, context and text structure when writing and creating increasingly complexlearning area texts i. Identify the purpose, content, context and text structure when writing and creating increasingly complexlearning area texts i. Identify the purpose, content, context and text structure when writing and creating increasingly complexlearning area texts i. Identify the purpose, content, context and text structure when writing and creating increasingly complexlearning area texts ii. Write and create learning area texts using knowledge about text structure and language to: link ideas using cohesive devices explore ideas and test possibilities express and support own opinions adapt text structures ii. Write and create learning area texts using knowledge about text structure and language to: incorporate cohesive devices refer to sources to substantiate claims, including examples and quotations use creative adaptations of text structures ii. Write and create learning area texts using knowledge about text structure and language to: incorporate cohesive devices that signpost ideas compose innovative texts using structures and features in complexways refer to sources using conventions for citing others ii. Write and create learning area texts using knowledge about text structure and language to: incorporate cohesive devices that signpost and connect ideas across a text compose innovative texts using structures and features in complexand resourceful ways refer to primary and secondary sources using conventions for citing others iii. Plan, draft, edit for meaning and publish learning area texts in print and digital environments, using strategies to: identify relevant information and key questions organise main ideas and supporting details iii. Plan, draft, edit for meaning and publish learning area texts in print and digital environments, using strategies to: organise information develop hypotheses enhance coherence evaluate texts iii. Plan, draft, edit for meaning and publish learning area texts in print and digital environments, using strategies to: refine opinions or arguments support a point of view iii. Plan, draft, edit for meaning and publish learning area texts in print and digital environments, using strategies to: construct representations of people and events incorporate research G r a m m a r
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iv. Maintain meaning across a text by selecting: sentence structures that emphasise relationships in the content and link ideas across paragraphs noungroups/phrases to extenddescriptions language to suggest possibility, probability iv. Maintain cohesion to develop meaning in and across texts by selecting: sentence and paragraph structures to sequence ideas and information language to suggest possibility, probability, obligation and conditionality iv. Maintain cohesion to support a particular point of viewor position across texts by selecting: sentence and paragraph structures to sequence and extend ideas and information language to discuss, analyse and evaluate ideas and information iv. Maintain cohesion to support a particular point of viewor position across texts, by selecting and controlling: language features that compact and generalise text, e.g. nominalisation language to analyse, evaluate and express higher order concepts v. Communicate meaning and control complexsentence structures to connect ideas v. Communicate meaning and control complexsentence structures to connect ideas with evidence to drawconclusions v. Communicate meaning and control complexsentence structures to build and support arguments v. Communicate meaning and control complexsentence structures to: build and support arguments change emphasis vi. Reviewand edit own and others writing for structure, content and strength of argument vi. Reviewand edit own and others writing for structure, content, strength of argument, supporting evidence, language and visual choices vi. Reviewand edit own and others writing for structure, content, strength of argument, supporting evidence, language and visual choices in increasingly complextexts vi. Reviewand edit own and others writing for structure, content, strength of argument, supporting evidence, language and visual choices in increasingly complex texts W o r d
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vii. Select and use learning area vocabulary to express shades of meaning and contribute to the specificity and authority of texts vii. Select and use learning area vocabulary to contribute to the specificity, authority and abstraction of texts vii. Select and use learning area vocabulary to express abstract concepts vii. Select and use learning area vocabulary to express abstract concepts and refine choices to discriminate between shades of meaning. viii. Confirmspellings, word meanings and word choices using: knowledge of learning area vocabulary reliable sources including digital or print dictionaries and thesauruses viii. Confirmspellings, word meanings and word choice using: etymology (origin of words and howtheir meanings have changed through history) knowledge and research of the content fromreliable sources journals and other authoritative sources viii. Confirmspellings, word meanings and word choice using: knowledge of spelling patterns and the spelling systemin multisyllabic words knowledge of learning area vocabulary fromreliable sources viii. Confirmspellings and word choice. Deduce word meanings using knowledge of words and reliable sources across learning areas V i s u a l
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ix. Use visual features to enhance meaning, support personal opinion, elicit a particular response or support a point of view ix. Use visual features including diagrams, maps and timelines to contribute to the interpretation of ideas and information ix. Use and manipulate visual features to enhance or alter meaning and influence a given audience ix. Use and manipulate visual features, using design choices and visual tools to create subtle meaning