Organisation of content into year levels is advisory.

Teachers will continue to make professional

judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Middle childhood: English!istening and "peaking Students listen with purpose, understanding and critical awareness in a wide range
of situations. Students speak with purpose and effect in a wide range of contexts.
Typical se#uence of content:
$onte%tual &nderstandings
'ear ( 'ear ) 'ear * 'ear +
speakers and listeners interact in
different ways depending on the
context and purpose including:
speakers and listeners interact in
different ways depending on the
context and purpose including:
speakers and listeners interact in
different ways depending on the
context and purpose including:
speakers and listeners interact in
different ways depending on the
context and purpose including:
o to entertain through
dramatising stories and
retelling anecdotes
o to entertain through
dramatising stories and
retelling anecdotes
o to entertain through performing
plays and raps
o to entertain through performing
plays and raps
o to recount through retelling
experiences in small groups
o to recount through retelling
experiences in small groups
o to recount through retelling an
oral presentation by a visiting
speaker
o to recount through retelling an
oral presentation by a visiting
speaker
o to describe through telling a
partner about the
characteristics of a story
character
o to describe through telling a
partner about the
characteristics of a story
character
o to describe through telling the
class about an event reported in
the evening news
o to describe through telling the
class about an event reported in
the evening news
o to socialise through a
telephone conversation
o to socialise through a
telephone conversation
o to socialise through apologising
to a friend
o to socialise through apologising
to a friend
o to instruct through giving an
order over the telephone
o to instruct through giving an
order over the telephone
o to instruct through telling a class
mate how to use a piece of
equipment safely
o to instruct through telling a class
mate how to use a piece of
equipment safely
o to explain through giving an
oral report to the class
o to explain through giving an
oral report to the class
o to explain through discussing the
results of a Science experiment
or the findings of a social survey
o to explain through discussing the
results of a Science experiment
or the findings of a social survey
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' (
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Typical se#uence of content:
$onte%tual &nderstandings ,continued-
'ear ( 'ear ) 'ear * 'ear +
o to persuade through recording
voice)overs for an
advertisement
o to persuade through recording
voice)overs for an
advertisement
o to persuade through providing a
strong argument for or against a
particular point of view in a
debate
o to persuade through providing a
strong argument for or against a
particular point of view in a
debate
discussions and conversations
provide opportunities to identify
opinions offered by others$ propose
other relevant viewpoints and extend
ideas in a constructive manner*
discussions and conversations
provide opportunities to identify
opinions offered by others$ propose
other relevant viewpoints and extend
ideas in a constructive manner*
discussions and conversations
provide opportunities to explore and
consider ideas and issues$ advance
opinions$ and influence and
persuade others to a point of view*
discussions and conversations
provide opportunities to explore and
consider ideas and issues$ advance
opinions$ and influence and
persuade others to a point of view*
speakers refer to main ideas$ give
possible explanations and solutions
and support these with a few
reasons in discussions and
presentations on a topic*issue*
speakers refer to main ideas$ give
possible explanations and solutions
and support these with a few
reasons in discussions and
presentations on a topic or issue*
speakers identify main issues of the
topic and provide arguments$ which
may compare and contrast
viewpoints and include some
supporting details and evidence in
discussions and presentations*
speakers identify main issues of the
topic and provide arguments$ which
may compare and contrast
viewpoints and include some
supporting details and evidence in
discussions and presentations*
language can be ad+usted in formal
and informal situations (eg code
switching between the language of
hoe and the language of school!
language can be ad+usted in formal
and informal situations (eg code
switching between the language of
the classroo and pla"ground!
language can be ad+usted to show or
acknowledge power and to indicate
closeness or distance in
relationships* (eg use of ore
foral language in con#ersations
with the $rincipal!
language can be ad+usted to show or
acknowledge power and to indicate
closeness or distance in
relationships* (eg use of %argon to
include or exclude people in a
group!
speakers engage the interest of their
listeners by representing people$
places$ events and things in
particular ways*
speakers engage the interest of their
listeners by representing people$
places$ events and things in
particular ways*
speakers engage the interests and
attention of their listeners by using
their assumptions about the
characteristics of listeners*
(eg using #isual aids and props!

speakers engage the interests and
attention of their listeners by using
their assumptions about the
characteristics of listeners*
(eg using huour!
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' %
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Typical se#uence of content:
$onte%tual &nderstandings ,continued-
'ear ( 'ear ) 'ear * 'ear +
Standard #ustralian nglish used in
the classroom differs from dialects of
nglish (eg ESL English!
Standard #ustralian nglish used in
the classroom differs from dialects of
nglish (eg &boriginal English!
Standard #ustralian nglish differs
from non)Standard #ustralian
nglish and may be considered
suitable or unsuitable in different
situations
Standard #ustralian nglish differs
from non)Standard #ustralian
nglish and may be considered
suitable or unsuitable in different
situations
$onventions
generic structure of discussions$
conversations$ explanations$
arguments and oral presentations in
informal and formal contexts*
(eg presenting a planned oral report
on a selected topic!
generic structure of discussions$
conversations$ explanations$
arguments and oral presentations in
informal and formal contexts*
(eg reporting on group findings to
others after being in#ol#ed in a
cooperati#e learning acti#it"!
generic structure of prepared and
spontaneous discussions$ oral
presentations$ meetings and
debates* (eg speakers pro#ide a
succinct account of iportant
personal experiences or e#ents and
reflect on their significance!
generic structure of prepared and
spontaneous discussions$ oral
presentations$ meetings and
debates* (eg the specific roles of
speakers in a debate depends on
their placeent in the debate!

language features of different
spoken texts including using
colloquial words and incomplete
sentences when conversing with
friends
language features of different
spoken texts using emotive
language to persuade in an
advertisement
language features of different
spoken texts including using ,-.
statements in mediations
language features of different
spoken texts including stating and
+ustifying an opinion in a debate
conversational skills including turn
taking$ confirmation$ clarification and
formulaic conversation starters and
responses*
conversational skills including turn
taking$ confirmation$ clarification and
formulaic conversation starters and
responses*
conversational skills including
negotiating meaning$ managing topic
and situation changes and
responding to the contributions of
others*
conversational skills including
negotiating meaning$ managing topic
and situation changes and
responding to the contributions of
others*
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' /
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Typical se#uence of content:
$onventions ,continued-
'ear ( 'ear ) 'ear * 'ear +
vocabulary$ including thinking and
feeling verbs to give opinions and
ad+ectives and verbs to represent
people$ places$ events and things in
chosen ways* (eg to indicate
agreeent or disagreeent!
vocabulary$ including thinking and
feeling verbs to give opinions and
ad+ectives and verbs to represent
people$ places$ events and things in
chosen ways* (eg in positi#e or
negati#e wa"s!

vocabulary including words to
indicate degrees of certainty
(eg could, should!$ verbs$ ad+ectives
and evaluative nouns (eg hero,
#illain! to express opinions and to
portray people$ places$ events and
things in ways that appeal to certain
groups*
vocabulary$ including words to
indicate degrees of certainty
(eg ust, a"!$ verbs$ ad+ectives
and evaluative nouns (eg disaster,
iracle! to express opinions and to
portray people$ places$ events and
things in ways that appeal to certain
groups*
listening and speaking behaviours
including active listening and
speaking with clarity
listening and speaking behaviours
including providing encouraging
feedback and attempting to make
eye contact with the group during
formal presentations
listening and speaking behaviours
including pro+ecting a sense of
commitment$ interest and authority
on a topic and responding to the
speaker by laughing at +okes*
listening and speaking behaviours
including pro+ecting a sense of
commitment$ interest and authority
on a topic and responding to the
speaker by nodding in agreement*
non)verbal techniques (eg facial
expressions! and spoken techniques
(eg #ariation in pace! to enhance
expression of ideas*
non)verbal techniques (eg bod"
language! and spoken techniques
(eg #ariation in #olue! to enhance
expression of ideas*
non)verbal techniques
(eg gestures! and spoken
techniques (eg pace, pausing for
effect! to emphasise meaning and to
appeal to different audiences*
non)verbal techniques
(eg iager"! and spoken techniques
(eg #oice qualities! to emphasise
meaning and to appeal to different
audiences*
statements$ questions and
commands to generate and maintain
discussions (eg '(hat ust ha#e
worried "ou.) '*ow did "ou feel+)' ,o
on.)!
statements$ questions and
commands to generate and maintain
discussions (eg '-hat an interesting
idea.) '*ow does that work+) '(ell us
ore about . )!
statements$ questions and
commands to sustain a point of view
in a discussion* (eg '&nother idea
could be .), '/o "ou agree that
.+), 'Let)s get back to . )!

statements$ questions and
commands to sustain a point of view
in a discussion* (eg '0 can see "our
point but . ), '-h" did "ou conclude
that . +), '0s it true that .)!
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' 0
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Typical se#uence of content:
.rocesses and "trategies
'ear ( 'ear ) 'ear * 'ear +
ways to use vocabulary including
,interrupt.$ ,evaluate.$ ,self)question.
to name and explore listening$
speaking and thinking strategies*
ways to use vocabulary including
,interrupt.$ ,evaluate.$ ,self)question.
to name and explore listening$
speaking and thinking strategies*
vocabulary including ,purpose.$
,opinion. and ,reflect. to name and
explore listening$ speaking and
thinking strategies*
vocabulary including ,purpose.$
,opinion. and ,reflect. to name and
explore listening$ speaking and
thinking strategies*
strategies for cooperative learning
including negotiating roles and tasks
and taking turns to speak
strategies for cooperative learning
including negotiating roles and tasks
and taking turns to speak
strategies for cooperative learning
including providing opportunities for
everyone to speak and reaching
shared decisions
strategies for cooperative learning
including providing opportunities for
everyone to speak and reaching
shared decisions
a range of before$ during and after
listening strategies appropriate to
audience and purpose including
identifying the purpose for listening
and the speaker.s topic$ seeking
explanations or more information by
asking questions$ and recording
ideas in graphic organisers
a range of before$ during and after
listening strategies appropriate to
audience and purpose including
identifying the purpose for listening
and the speaker.s topic$ seeking
explanations or more information by
asking questions$ and recording
ideas in graphic organisers
a range of before$ during and after
listening strategies appropriate to
audience and purpose including
setting goals for listening$ giving
verbal reassurances to confirm
understanding$ using a scaffold to
identify$ record and organise
information$ comparing notes with
others and providing encouraging
feedback
a range of before$ during and after
listening strategies appropriate to
audience and purpose including
setting goals for listening$ giving
verbal reassurances to confirm
understanding$ using a scaffold to
identify$ record and organise
information$ comparing notes with
others and providing encouraging
feedback
strategies to use before speaking to
plan and prepare appropriate to
audience including determining
purpose and brainstorming ideas
strategies to use before speaking to
plan and prepare appropriate to
audience including determining
purpose and brainstorming ideas
strategies to use before speaking to
plan and rehearse appropriate to
audience and purpose including
making notes$ using mind maps$
tables$ surveys and data$ and talking
to others
strategies to use before speaking to
plan and rehearse appropriate to
audience and purpose including
making notes$ using mind maps$
tables$ surveys and data$ and talking
to others
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' 1
Organisation of content into year levels is advisory. Teachers will continue to make professional
judgements about when to introduce content based on students prior learning and achievement.
*National Consistency in Curriculum Outcomes, Statement of Learning English
Typical se#uence of content:
.rocesses and "trategies ,continued-
'ear ( 'ear ) 'ear * 'ear +
strategies to use during speaking
including rephrasing after false starts
and pausing to think about what to
say
strategies to use during speaking
including rephrasing after false starts
and pausing to think about what to
say
strategies to use during speaking
including referring to the main idea$
giving possible explanations and
solutions$ and supporting these with
a few reasons
strategies to use during speaking
including referring to the main idea$
giving possible explanations and
solutions$ and supporting these with
a few reasons
ways to consider the opinions of
others including identifying the
opinion$ proposing other relevant
viewpoints and extending ideas in a
constructive manner*
ways to consider the opinions of
others including identifying the
opinion$ proposing other relevant
viewpoints and extending ideas in a
constructive manner*
ways to compare and contrast
opinions expressed by others
including questioning$ +ustifying and
advancing their own opinions to
influence and persuade others to a
point of view*
ways to compare and contrast
opinions expressed by others
including questioning$ +ustifying and
advancing their own opinions to
influence and persuade others to a
point of view*
ways to recognise and respond to
miscommunication including
checking comprehension by
questioning or stopping$ rephrasing
and repeating
ways to recognise and respond to
miscommunication including
checking comprehension by
questioning or stopping$ rephrasing
and repeating
ways to repair and reflect on
miscommunication including
clarifying the message and
confirming details
ways to repair and reflect on
miscommunication including
clarifying the message and
confirming details
strategies to use after speaking
including reflecting on feedback from
peers and teachers and setting goals
for improvement
strategies to use after speaking
including reflecting on feedback from
peers and teachers and setting goals
for improvement
strategies to use after speaking
including analysing and critically
evaluating their speaking and setting
goals for improvement
strategies to use after speaking
including analysing and critically
evaluating their speaking and setting
goals for improvement
ways to ask and respond to
questions including inquiry questions
to stimulate further exploration and
critical analysis
ways to ask and respond to
questions including inquiry questions
to stimulate further exploration and
critical analysis
ways to ask and respond to
questions including2 probing
questions to clarify ambiguity2
speculative questions to consider
other possibilities and2 evaluative
questions to reflect on the
significance of personal experiences
or events presented in succinct
accounts*
forms of questioning including2
probing questions to clarify
ambiguity2 speculative questions to
consider other possibilities and2
evaluative questions to reflect on the
significance of personal experiences
or events presented in succinct
accounts*
Department of ducation and !raining "estern #ustralia$ Middle childhood: English/Listening and Speaking scope and sequence, December %&&' 3