Years 5-7 SEMESTER ONE SIX TRAITS OF WRITING: LITERACY (Level 5)
Texts in context (idiomatic expressions, objective and subjective language)
Reading processes (interpreting structural features such as subheadings; and applying text processing strategies including monitoring meaning, skimming and scanning)
Read and analyse text structures and language features of imaginative, informative and persuasive texts
Use comprehension strategies (print and digital sources)
Create texts (plan, draft and publish imaginative, informative and persuasive print and multimodal texts)
Edit own and others work using agreed criteria
Develop a handwriting style that is legible, fluent and automatic
Use software to construct, edit and publish text
Listening and speaking interactions (recount, presenting a point of view)
Spelling (word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words)
Social or geographical dialects used in Australia
Evaluative language (use of objective, subjective language and bias)
(Level 7)
Text structure and organisation (complex structures such as taxonomies, cause and effect, extended metaphors)
Visual language (gaze, angle, social distance)
Vocabulary (more academic texts and the role of abstract nouns, classification, description and generalisation)
Evaluative language (about a text)
Text cohesion (topic sentences, concluding paragraph etc)
Punctuation (complex sentences with prepositional phrases and embedded clauses)
Sentence level grammar (subordinate clauses embedded within noun groups/phrases)
Word level grammar (modality)
Spelling (use spelling rules and word origins to learn new words)
Evolution of language to reflect changing world)
Language for social interactions (accents, styles of speech, idioms)
Years 5-7 SEMESTER TWO SIX TRAITS OF WRITING: LITERACY (Level 5)
Texts in context (idiomatic expressions, objective and subjective language)
Reading processes (interpreting structural features such as subheadings; and applying text processing strategies including monitoring meaning, skimming and scanning)
Read and analyse text structures and language features of imaginative, informative and persuasive texts
Use comprehension strategies (print and digital sources)
Create texts (plan, draft and publish imaginative, informative and persuasive print and multimodal texts)
Edit own and others work using agreed criteria
Develop a handwriting style that is legible, fluent and automatic
Use software to construct, edit and publish text
Listening and speaking interactions (recount, presenting a point of view)
Develop handwriting style that can vary depending on context
Participate in formal debates and plan, rehearse and deliver presentations
Participate in and contribute to discussions
(Level 7)
Analyse the effect of technological innovations in texts, particularly media texts
Create texts for a specific audience
Edit for impact
Consolidate a personal handwriting style that supports writing for extended periods
Use interaction skills when sharing interpretations
Use body language, voice qualities and other elements to add meaning to oral presentations
LITERATURE (Level 5)
Features of literary texts (leading to different interpretations and responses)
Language devices in narratives, poetry, song etc (simile, metaphor, personification)
Literature and context (social, cultural, historical contexts)
Metalanguage used to evaluate texts
Create literary texts that experiment with structures/ideas and styles
Create literary texts using real and fantasy settings and characters
Personal response to literary texts presenting a point of view, and responding to views of others
(Level 6)
Features of literary texts (compare texts)
Language devices (narratives, ballads, limericks, verse)
Personal responses to texts (similarities and differences between texts)
Identify repetition and metaphor in texts
Experiment with text structure and language features to create texts
Make connections between own experiences and those of characters and events in texts
(Level 7)
Language devices in literary texts (how language is compressed in film or poetry for dramatic effect)
Expressing preferences and evaluating texts (compare how language and images are used to create character)
Literature and context (explore ideas and viewpoints in texts from different historical, social and cultural contexts)
Personal responses to the ideas, characters and viewpoints in texts (justify a point of view)
YEARS 8-10 SEMESTER ONE SIX TRAITS OF WRITING: LITERACY (Level 8)
Texts in context (analyse how language has evolved over time, and influence of technology and media)
Reading processes and comprehension strategies (applying knowledge to understand and evaluate texts)
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions
Experiment with text structures and language features
Use software to create, edit and publish texts imaginatively
Interpret meaning in spoken texts, and use interaction skills to consider different perspectives
Oral presentations (plan, rehearse and deliver presentations)
(Level 9)
Texts in context (analyse how they can be influenced by cultural perspective)
Analyse how authors combine language and visual choices to present information
Reading processes (apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension)
Create texts that present a point of view integrating visual/print and/or audio features
Use software to publish texts imaginatively
Consider interaction skills used to engage such as varied voice tone, pitch and pace
Oral presentations for aesthetic and playful purposes
(Level 10)
Texts in context (analyse how people, culture and events can be represented through language, structural and/or visual choices)
Identify and analyse implicit or explicit values, beliefs and assumptions in text
Reading processes (Choose a reading technique appropriate for the type of text to retrieve ideas)
Comprehension strategies (identify and analyse embedded perspectives, and evaluate supporting evidence)
Create sustained texts that reflect on challenging and complex issues
Editing (review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary and/or visual features)
Use a range of software
Listening and speaking interactions (identify structures and features of spoken texts, and use this to create purposeful texts to present a coherent point of view on a subject)
Oral presentations (Use logic, imagery and rhetorical devices in order to engage audiences)
LANGUAGE (Level 8)
Purpose, audience, and structure of different types of texts (analyse persuasive texts, including media texts)
Text cohesion (strengthen internal structure of paragraphs through examples, quotations and substantiation of claims)
Sentence and clause level grammar (including clauses embedded within a noun group/phrase)
Vocabulary (and contribution to the style of texts)
Visual language (and how visual texts allude to other texts, images to enhance meaning)
Evaluative language (rhetorical devices, metaphor, irony, parody)
Text cohesion (in complex texts through lexical cohesion, ellipsis, grammatical theme and text connectedness)
Word level grammar (nominalisation in informative and persuasive texts)
Spelling (apply learned knowledge consistently)
Language variation and change (understand the impact English has had on other languages and vice versa)
(Level 9)
Text cohesion (compare cohesive devices in texts, and how they build semantic associations between ideas)
Visual language (analyse the use of symbols, icon and myth in still and moving images)
Vocabulary (identify how choice contributes to stylistic effectiveness)
Sentence and clause level grammar (use of sentence structure and clauses for effect)
Spelling (understand how it is used creatively in texts for effect)
Evaluative language (allusion, evocative vocabulary, metaphor)
Word level grammar (understand how abstract nouns can be used to summarise)
Language variation and change (understand English is a living language)
Language for social interaction and the impact
(Level 10)
Purpose, audience and structure of different types of texts (Compare traditional and contemporary texts in different media)
Evaluative language (understand how evaluations of texts are influenced by value systems)
Visual language (evaluate the impact on audiences of different choices in the representation of images)
Text cohesion (understand how paragraphs and images can be arranged for different effects)
Punctuation (understand conventions for citing others, and how to reference these in different ways)
Word level grammar (analyse how higher order concepts are developed in complex texts through nominalization, clause combinations, technicality and abstraction)
Spelling (understand how to use knowledge of the spelling system to spell unusual and technical words accurately)
Language for social interactions (understand how language use can have inclusive and exclusive social effects, and can empower or disempower people)
SEMESTER TWO SIX TRAITS OF WRITING: LITERACY (Level 8)
Texts in context (analyse how language has evolved over time, and influence of technology and media)
Reading processes and comprehension strategies (applying knowledge to understand and evaluate texts)
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions
Experiment with text structures and language features
Use software to create, edit and publish texts imaginatively
Interpret meaning in spoken texts, and use interaction skills to consider different perspectives
Oral presentations (plan, rehearse and deliver presentations)
(Level 9)
Texts in context (analyse how they can be influenced by cultural perspective)
Analyse how authors combine language and visual choices to present information
Reading processes (apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension)
Create texts that present a point of view integrating visual/print and/or audio features
Use software to publish texts imaginatively
Consider interaction skills used to engage such as varied voice tone, pitch and pace
Oral presentations for aesthetic and playful purposes
(Level 10)
Texts in context (analyse how people, culture and events can be represented through language, structural and/or visual choices)
Identify and analyse implicit or explicit values, beliefs and assumptions in text
Reading processes (Choose a reading technique appropriate for the type of text to retrieve ideas)
Comprehension strategies (identify and analyse embedded perspectives, and evaluate supporting evidence)
Create sustained texts that reflect on challenging and complex issues
Editing (review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary and/or visual features)
Use a range of software
Listening and speaking interactions (identify structures and features of spoken texts, and use this to create purposeful texts to present a coherent point of view on a subject)
Oral presentations (Use logic, imagery and rhetorical devices in order to engage audiences)
LITERATURE (Level 8)
Literature and context (how literary texts reflect values)
Literature and context (explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors
Responding to literature (understand how texts are used to represent groups in society, and position readers)
Evaluating texts (recognise different views about the world, cultures and people represented in texts)
Features and language devices of literary texts (identify tone devices including humour, wordplay, innuendo and parody; analyse language choices including sentence patterns, dialogue and imagery)
Experimentation and adaptation to create new texts for particular purposes and effect
Personal responses to the ideas, characters and viewpoints in literary texts
(Level 9)
Personal responses (present an argument about a text based on initial impressions and subsequent analysis of whole text)
Explore personal understanding of the world after interpreting various text meaning
Analyse features of literary texts from familiar and unfamiliar contexts
Create literary texts that innovate on aspects of other texts, including through the use of parody, allusion and appropriation
Discuss and explore notions of literary value
(Level 10)
Literature and context (compare and evaluate representations of people in different historical, social and cultural contexts)
Expressing preferences and evaluating texts (evaluate the social, moral and ethical positions represented in texts)
Language devices in literary texts (compare and evaluate how ‘voice’ can be used in a range of texts such as poetry to evoke particular emotional responses)
Features of literary texts (Identify, explain and discuss devices including analogy and satire)
Creating literary texts (that reflect an emerging sense of personal style and evaluate the effectiveness of these texts)
Experimentation and adaptation (create literary texts with a sustained ‘voice’)
Experimentation and adaptation (create imaginative texts that make relevant thematic connections with other texts)
Responding to literature (reflect on, extend, endorse or refute others’ interpretations of and responses to literature
