02 English by Modes Levels F-6

English: Foundation – Level 6 (by Mode)
Foundation Level Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Reading and Viewing Reading and Viewing Reading and Viewing Reading and Viewing Reading and Viewing Reading and Viewing Reading and Viewing
Language Language Language Language Language Language Language
Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation
Identify features used in imaginative,
Understand how different types of texts vary Understand how authors often innovate on
Understand that different types of texts have informative and persuasive texts to meet the
Understand that texts can take many forms, Understand that the purposes texts serve in use of language choices, depending on Understand how texts vary in purpose, text structures and play with language
identifiable text structures and language purpose of the text, and understand how texts
and that imaginative and informative texts shape their structure in predictable ways their purpose, audience and context, structure and topic as well as the degree of features to achieve particular aesthetic,
features that help the text serve its purpose vary in complexity and technicality depending
have different purposes (VCELA141) (VCELA176) including tense and types of sentences formality (VCELA309) humorous and persuasive purposes and
(VCELA212) on the approach to the topic, the purpose and
(VCELA246) effects (VCELA339)
the intended audience (VCELA277)
Investigate how the organisation of texts into
Understand concepts about print and screen,
Understand concepts about print and screen, Know some features of text organisation chapters, headings, subheadings, home
including how different types of texts are Identify features of online texts that enhance For the next sub-strand content description,
including how books, film and simple digital including page and screen layouts, Identify the features of online texts that pages and sub pages for online texts and
organised using page numbering, tables of readability including text, navigation, links, please refer to the scope and sequence chart
texts work, and know some features of print, alphabetical order, and different types of enhance navigation (VCELA247) according to chronology or topic can be used
content, headings and titles, navigation graphics and layout (VCELA278) for Writing or Speaking and Listening
including directionality (VCELA142) diagrams (VCELA213) to predict content and assist navigation
buttons, bars and links (VCELA177)
(VCELA310)
Expressing and developing ideas Expressing and developing ideas Expressing and developing ideas Expressing and developing ideas Expressing and developing ideas Expressing and developing ideas Expressing and developing ideas
Understand that simple connections can be Identify the effect on audiences of Explore the effect of choices when framing an Identify and explain how analytical images
Identify the parts of a simple sentence that Explain sequences of images in print texts
made between ideas by using a compound techniques, including shot size, vertical image, placement of elements in the image, like figures, tables, diagrams, maps and
Recognise that sentences are key units for represent ‘What’s happening?’, ‘Who or what and compare these to the ways hyperlinked
sentence with two or more clauses usually camera angle and layout in picture books, and salience on composition of still and graphs contribute to our understanding of
expressing ideas (VCELA143) is involved?’ and the surrounding digital texts are organised, explaining their
linked by a coordinating conjunction advertisements and film segments moving images in a range of types of texts verbal information in factual and persuasive
circumstances (VCELA178) effect on viewers’ interpretations (VCELA311)
(VCELA214) (VCELA248) (VCELA279) texts (VCELA340)
Identify visual representations of characters’
Explore differences in words that represent
actions, reactions, speech and thought Understand how adverb groups/phrases and
Recognise that texts are made up of words people, places and things (nouns, including For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
processes in narratives, and consider how prepositional phrases work in different ways
and groups of words that make meaning pronouns), happenings and states (verbs), please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
these images add to or contradict or multiply to provide circumstantial details about an
(VCELA144) qualities (adjectives) and details such as for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening
the meaning of accompanying words activity (VCELA280)
when, where and how (adverbs) (VCELA179)
(VCELA215)
Understand that nouns represent people,
Explore the different contribution of words Compare different kinds of images in places, things and ideas and include For the next sub-strand content description, Investigate how quoted (direct) and reported For the next sub-strand content description, For the next sub-strand content description,
and images to meaning in stories and narrative and informative texts and discuss common, proper, concrete or abstract, and please refer to the scope and sequence chart (indirect) speech work in different types of please refer to the scope and sequence chart please refer to the scope and sequence chart
informative texts (VCELA145) how they contribute to meaning (VCELA180) that noun groups/phrases can be expanded for Writing or Speaking and Listening text (VCELA281) for Writing or Speaking and Listening for Writing or Speaking and Listening
using articles and adjectives (VCELA216)
Phonics and word knowledge Phonics and word knowledge Phonics and word knowledge Phonics and word knowledge Phonics and word knowledge Phonics and word knowledge Phonics and word knowledge
Understand how to apply knowledge of letter– Understand how to use banks of known
Recognise all upper- and lower-case letters Recognise short vowels, common long sound relationships, and blending and For the next sub-strand content description, words, syllabification, spelling patterns, word For the next sub-strand content description,
Learn some generalisations for adding
and the most common sound that each letter vowels and consonant digraphs, and segmenting to read and use more complex please refer to the scope and sequence chart origins, base words, prefixes and suffixes, to please refer to the scope and sequence chart
suffixes to words (VCELA217)
represents (VCELA146) consonant blends (VCELA181) words with less common consonant and for Writing or Speaking and Listening spell new words, including some uncommon for Writing or Speaking and Listening
vowel clusters (VCELA249) plurals (VCELA312)
Recognise most letter–sound matches Recognise most high-frequency words, know
Blend sounds associated with letters when Understand how to spell one and two syllable including silent letters, trigraphs, vowel how to use common prefixes and suffixes, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
reading consonant-vowel-consonant words words with common letter patterns digraphs and common long vowels, and and know some homophones and please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
(VCELA147) (VCELA182) understand that a sound can be represented generalisations for adding a suffix to a base for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening
by various letter combinations (VCELA218) word (VCELA250)
For the next sub-strand content description, Understand that a letter can represent more For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
please refer to the scope and sequence chart than one sound, and that a syllable must please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
for Writing or Speaking and Listening contain a vowel sound (VCELA183) for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening
Literature Literature Literature Literature Literature Literature Literature
Examining literature Examining literature Examining literature Examining literature Examining literature Examining literature Examining literature
Identify, describe, and discuss similarities and
Discuss the characters and settings of Discuss how language is used to describe the Discuss how authors and illustrators make Recognise that ideas in literary texts can be
Recognise some different types of literary For the next sub-strand content description, differences between texts, including those by
different texts and explore how language is settings in texts, and explore how the settings stories exciting, moving and absorbing and conveyed from different viewpoints, which
texts and identify some characteristic features please refer to the scope and sequence chart the same author or illustrator, and evaluate
used to present these features in different shape the events and influence the mood of hold readers’ interest by using various can lead to different kinds of interpretations
of literary texts (VCELT149) for Writing or Speaking and Listening characteristics that define an author’s
ways (VCELT219) the narrative (VCELT253) techniques (VCELT284) and responses (VCELT315)
individual style (VCELT343)
Discuss the nature and effects of some Understand, interpret and experiment with
Identify the relationship between words,
Identify some features of texts including For the next sub-strand content description, For the next sub-strand content description, language devices used to enhance meaning Understand, interpret and experiment with a sound devices and imagery, including simile,
sounds, imagery and language patterns in
events and characters and retell events from please refer to the scope and sequence chart please refer to the scope and sequence chart and shape the reader’s reaction, including range of devices and deliberate word play in metaphor and personification, in narratives,
narratives and poetry such as ballads,
a text (VCELT150) for Writing or Speaking and Listening for Writing or Speaking and Listening rhythm and onomatopoeia in poetry and poetry and other literary texts (VCELT285) shape poetry, songs, anthems and odes
limericks and free verse (VCELT344)
prose (VCELT254) (VCELT316)
Page 1 02 February 2017

Literature and context Literature and context Literature and context Literature and context Literature and context Literature and context Literature and context
Recognise that texts are created by authors
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Make connections between the ways different Identify aspects of literary texts that convey For the next sub-strand content description,
who tell stories and share experiences that
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart authors may represent similar storylines, details or information about particular social, please refer to the scope and sequence chart
may be similar or different to students’ own
for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening ideas and relationships (VCELT282) cultural and historical contexts (VCELT313) for Writing or Speaking and Listening
experiences (VCELT148)
Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Draw connections between personal Describe the effects of ideas, text structures Use metalanguage to describe the effects of Analyse and evaluate similarities and
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart experiences and the worlds of texts, and and language features of literary texts ideas, text structures and language features differences in texts on similar topics, themes
for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening share responses with others (VCELT251) (VCELT283) on particular audiences (VCELT314) or plots (VCELT341)
Identify and explain how choices in language,
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
Develop criteria for establishing personal including modality, emphasis, repetition and
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
preferences for literature (VCELT252) metaphor, influence personal response to
for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening for Writing or Speaking and Listening
different texts (VCELT342)
Literacy Literacy Literacy Literacy Literacy Literacy Literacy
Texts in context Texts in context Texts in context Texts in context Texts in context Texts in context Texts in context
Show how ideas and points of view in texts
Identify and explain language features of
Discuss different texts on a similar topic, are conveyed through the use of vocabulary, For the next sub-strand content description,
Identify some familiar texts and the contexts Respond to texts drawn from a range of Identify the point of view in a text and suggest texts from earlier times and compare with the
identifying similarities and differences including idiomatic expressions, objective and please refer to the scope and sequence chart
in which they are used (VCELY151) cultures and experiences (VCELY185) alternative points of view (VCELY255) vocabulary, images, layout and content of
between the texts (VCELY220) subjective language, and that these can for Writing or Speaking and Listening
contemporary texts (VCELY286)
change according to context (VCELY317)
Interpreting, analysing, evaluating Interpreting, analysing, evaluating Interpreting, analysing, evaluating Interpreting, analysing, evaluating Interpreting, analysing, evaluating Interpreting, analysing, evaluating Interpreting, analysing, evaluating
Navigate and read imaginative, informative
Use comprehension strategies to build literal Read familiar and some unfamiliar texts with Read an increasing range of imaginative, Read different types of texts for specific and persuasive texts by interpreting structural
Read texts with familiar structures and
and inferred meaning about key events, ideas phrasing and fluency by combining phonic, informative and persuasive texts by purposes by combining phonic, semantic, features, including tables of content,
features, practicing phrasing and fluency, and
and information in texts that they listen to, semantic, contextual and grammatical combining phonic, semantic, contextual and contextual and grammatical knowledge using glossaries, chapters, headings and Analyse strategies authors use to influence
monitor meaning using concepts about print
view and read by drawing on growing knowledge using text processing strategies, grammatical knowledge, using text text processing strategies, including subheadings and applying appropriate text readers (VCELY345)
and emerging phonic, semantic, contextual
knowledge of context, text structures and including monitoring meaning, predicting, processing strategies, including confirming, monitoring meaning, skimming, scanning and processing strategies, including monitoring
and grammatical knowledge (VCELY152)
language features (VCELY186) rereading and self-correcting (VCELY221) rereading and cross-checking (VCELY256) reviewing (VCELY287) meaning, skimming and scanning
(VCELY318)
Read texts with familiar features and
Use comprehension strategies to build literal
structures using developing phrasing, fluency, Use comprehension strategies to build literal Select, navigate and read increasingly
and inferred meaning and begin to analyse Use comprehension strategies to build literal Use comprehension strategies to analyse
Use comprehension strategies to understand phonic, semantic, contextual, and and inferred meaning and begin to evaluate complex texts for a range of purposes,
texts by drawing on growing knowledge of and inferred meaning to expand content information, integrating and linking ideas from
and discuss texts listened to, viewed or read grammatical knowledge and emerging text texts by drawing on a growing knowledge of applying appropriate text processing
context, language and visual features and knowledge, integrating and linking ideas and a variety of print and digital sources
independently (VCELY153) processing strategies, including prediction, context, text structures and language features strategies to recall information and
print and multimodal text structures analysing and evaluating texts (VCELY288) (VCELY319)
monitoring meaning and rereading (VCELY257) consolidate meaning (VCELY346)
(VCELY222)
(VCELY187)
Use comprehension strategies to interpret
Describe some differences between Analyse how different texts use verb groups Compare and evaluate two texts presenting Analyse the text structures and language
Identify some differences between Analyse how different texts use nouns to and analyse information and ideas,
imaginative, informative and persuasive texts, to represent different processes (action, the same ideas and analyse why one is more features used in imaginative, informative and
imaginative and informative texts represent people, places, things and ideas in comparing content from a variety of textual
and identify the audience of imaginative, thinking, feeling, saying, relating) comprehensible or engaging than the other persuasive texts to meet the purpose of the
(VCELY154) particular ways (VCELY223) sources including media and digital texts
informative and persuasive texts (VCELY188) (VCELY258) (VCELY289) text (VCELY320)
(VCELY347)
Achievement Standards Achievement Standards Achievement Standards Achievement Standards Achievement Standards Achievement Standards Achievement Standards
By the end of the Foundation level, students By the end of Level 1, students understand By the end of Level 2, students understand By the end of Level 3, students understand By the end of Level 4, students understand By the end of Level 5, students explain how By the end of Level 6, students understand
use questioning and monitoring strategies to the different purposes of texts. They make how similar texts share characteristics by how content can be organised using different that texts have different structures depending text structures assist in understanding the how to use knowledge of phonics when
make meaning from texts. They recall one or connections to personal experience when identifying text structures and language text structures depending on the purpose of on the purpose and context. They explain text. They understand how language features, decoding familiar words and the technical or
two events from texts with familiar topics. explaining characters and main events in features used to describe characters, settings the text. They understand how language how language features, images and images and vocabulary influence derived words in increasingly complex texts.
They understand that there are different types short texts. They identify that texts serve and events or communicate factual features, images and vocabulary choices are vocabulary are used to engage the interest of interpretations of characters, settings and They understand how the use of text
of texts and that these can have similar different purposes and that this affects how information. They recognise all Standard used for different effects. They read texts that audiences and can describe literal and events. They analyse and explain literal and structures can achieve particular effects and
characteristics. They identify connections they are organised. They are able to read Australian English phonemes, and most contain varied sentence structures, a range of implied meaning connecting ideas in different implied information from a variety of texts. can analyse and explain how language
between texts and their personal experience. aloud, with developing fluency, short texts letter–sound matches. They read texts that punctuation conventions, and images that texts. They express preferences for particular They describe how events, characters and features, images and vocabulary are used by
They read short predictable texts with familiar with some unfamiliar vocabulary, simple and contain varied sentence structures, some provide additional information. They apply types of texts, and respond to others’ settings in texts are depicted and explain their different authors to represent ideas,
vocabulary and supportive images, drawing compound sentences and supportive images. unfamiliar vocabulary, a significant number of appropriate text processing strategies when viewpoints. own responses to them. When reading, they characters and events. They compare and
on their developing knowledge of concepts When reading, they use knowledge of the high-frequency sight words and images that decoding and monitoring meaning in texts, confidently encounter and can decode less analyse information in different texts,
about print, and sound and letters. They relationships between sounds and letters, provide additional information. They monitor and use knowledge of letter-sound familiar words. explaining literal and implied meaning. They
identify all the letters of the English alphabet high-frequency words, sentence-boundary meaning and self-correct using context, prior relationships, and blending and segmenting select and use evidence from a text to explain
in both upper- and lower-case, and know and punctuation and directionality to make knowledge, punctuation, language and phonic to read more complex words. They can their response to it.
can use the sounds represented by most meaning. They recall key ideas and recognise knowledge. They identify literal and implied identify literal and implied meaning
letters. literal and implied meaning in texts. meaning, main ideas and supporting detail. connecting ideas in different parts of a text.
Students make connections between texts by They select information, ideas and events in
comparing content. texts that relate to their own lives and to other
texts.

Writing Writing Writing Writing Writing Writing Writing
Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation Text structure and organisation
Understand how texts are made cohesive by Understand how texts are made cohesive Understand that the starting point of a
Understand that some language in written Understand that paragraphs are a key Understand that cohesive links can be made
Understand patterns of repetition and contrast the use of resources, including word through the use of linking devices including sentence gives prominence to the message in
texts is unlike everyday spoken language organisational feature of written texts in texts by omitting or replacing words
in simple texts (VCELA189) associations, synonyms, and antonyms pronoun reference and text connectives the text and allows for prediction of how the
(VCELA155) (VCELA259) (VCELA348)
(VCELA224) (VCELA290) text will unfold (VCELA321)
Understand that punctuation is a feature of
Recognise that different types of punctuation,
written text different from letters and Know that word contractions are a feature of Understand how the grammatical category of
including full stops, question marks and Recognise that capital letters signal proper Recognise how quotation marks are used in
recognise how capital letters are used for informal language and that apostrophes of possessives is signalled through apostrophes Understand the uses of commas to separate
exclamation marks, signal sentences that nouns and commas are used to separate texts to signal dialogue, titles and quoted
names, and that capital letters and full stops contraction are used to signal missing letters and how to use apostrophes with common clauses (VCELA349)
make statements, ask questions, express items in lists (VCELA225) (direct) speech (VCELA291)
signal the beginning and end of sentences (VCELA260) and proper nouns (VCELA322)
emotion or give commands (VCELA190)
(VCELA156)
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Understand that a clause is a unit of grammar Understand that the meaning of sentences Understand the difference between main and
Investigate how complex sentences can be
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart usually containing a subject and a verb and can be enriched through the use of noun subordinate clauses and that a complex
used in a variety of ways to elaborate, extend
for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and that these need to be in agreement groups/phrases and verb groups/phrases and sentence involves at least one subordinate
Listening Listening Listening and explain ideas (VCELA350)
(VCELA261) prepositional phrases (VCELA292) clause (VCELA323)
Understand how noun groups/phrases and
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Understand that verbs represent different Understand how ideas can be expanded and
Incorporate new vocabulary from a range of adjective groups/phrases can be expanded in
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart processes (doing, thinking, saying, and sharpened through careful choice of verbs,
sources, including vocabulary encountered in a variety of ways to provide a fuller
for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and relating) and that these processes are elaborated tenses and a range of adverb
Listening Listening Listening research, into own texts (VCELA293) description of the person, place, thing or idea
anchored in time through tense (VCELA262) groups/phrases (VCELA351)
(VCELA324)
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Understand the use of vocabulary to express
Investigate how vocabulary choices, including
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart greater precision of meaning, and know that
evaluative language can express shades of
for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and words can have different meanings in
Listening Listening Listening Listening Listening meaning, feeling and opinion (VCELA352)
different contexts (VCELA325)
Understand how to use phonic knowledge
Understand that spoken sounds and words Understand how to use digraphs, long Understand how to use phonic and accumulated understandings about
Recognise and know how to use simple Understand how to use letter–sound Recognise and write less familiar words that
can be written and know how to write some vowels, blends, silent letters and generalisations to identify and write words blending, letter–sound relationships, common
grammatical morphemes in word families relationships and less common letter share common letter patterns but have
high-frequency words and other familiar syllabification to spell simple words including with more complex letter combinations and uncommon letter patterns and phonic
(VCELA191) combinations to spell words (VCELA263) different pronunciations (VCELA326)
words including their name (VCELA157) compound words (VCELA226) (VCELA294) generalisations to recognise and write
increasingly complex words (VCELA353)
Understand how to use banks of known
Understand how to use spelling patterns and
Understand how to use visual memory to For the next sub-strand content description, For the next sub-strand content description, words, word origins, base words, prefixes,
Know how to use onset and rime to spell Use visual memory to write high-frequency generalisations including syllabification, letter
write high-frequency words, and that some please refer to the scope and sequence chart please refer to the scope and sequence chart suffixes, spelling patterns and
words where sounds map more directly onto words and words where spelling is not combinations including double letters, and
high-frequency words have regular and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and generalisations to spell new words, including
letters (VCELA158) predictable from the sounds (VCELA227) Listening morphemic knowledge to build word families Listening
irregular spelling components (VCELA184) technical words and words adopted from
(VCELA295)
other languages (VCELA354)
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
Recognise homophones and know how to
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
use context to identify correct spelling
for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and
Listening Listening Listening Listening (VCELA296) Listening Listening
Creating literature Creating literature Creating literature Creating literature Creating literature Creating literature Creating literature
Create imaginative texts based on characters,
Retell familiar literary texts through Recreate texts imaginatively using drawing, Create events and characters using different Create literary texts that experiment with Experiment with text structures and language
settings and events from students’ own and Create literary texts by developing storylines,
performance, use of illustrations and images writing, performance and digital forms of media that develop key events and structures, ideas and stylistic features of features and their effects in creating literary
other cultures including through the use of characters and settings (VCELT297)
(VCELT159) communication (VCELT192) characters from literary texts (VCELT228) selected authors (VCELT327) texts (VCELT355)
visual features (VCELT264)
For the next sub-strand content description, Create literary texts using realistic and
Build on familiar texts by using similar Create texts that adapt language features and Create literary texts that adapt or combine
please refer to the scope and sequence chart Build on familiar texts by experimenting with Create literary texts that explore students’ fantasy settings and characters that draw on
characters, repetitive patterns or vocabulary patterns encountered in literary texts aspects of texts students have experienced in
for Reading and Viewing or Speaking and character, setting or plot (VCELT229) own experiences and imagining (VCELT298) the worlds represented in texts students have
(VCELT193) (VCELT265) innovative ways (VCELT356)
Listening experienced (VCELT328)

Texts in context Texts in context Texts in context Texts in context Texts in context Texts in context Texts in context
For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, Compare texts including media texts that
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart represent ideas and events in different ways,
for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and for Reading and Viewing or Speaking and explaining the effects of the different
Listening Listening Listening Listening Listening Listening approaches (VCELY357)
Creating texts Creating texts Creating texts Creating texts Creating texts Creating texts Creating texts
Create short imaginative, informative and Plan, draft and publish imaginative,
Plan, draft and publish imaginative, Plan, draft and publish imaginative, Plan, draft and publish imaginative,
Create short imaginative and informative texts persuasive texts using growing knowledge of informative and persuasive texts
Create short texts to explore, record and informative and persuasive texts containing informative and persuasive print and informative and persuasive texts, choosing
that show emerging use of appropriate text text structures and language features for demonstrating increasing control over text
report ideas and events using familiar words key information and supporting details for a multimodal texts, choosing text structures, and experimenting with text structures,
structure, sentence-level grammar, word familiar and some less familiar audiences, structures and language features and
and beginning writing knowledge widening range of audiences, demonstrating language features, images and sound language features, images and digital
choice, spelling, punctuation and appropriate selecting print and multimodal elements selecting print and multimodal elements
(VCELY160) increasing control over text structures and appropriate to purpose and audience resources appropriate to purpose and
multimodal elements (VCELY194) appropriate to the audience and purpose appropriate to the audience and purpose
language features (VCELY299) (VCELY329) audience (VCELY358)
(VCELY230) (VCELY266)
Participate in shared editing of students’ own Reread student's own texts and discuss Reread and edit text for spelling, sentence- Reread and edit texts for meaning, Reread and edit for meaning by adding, Reread and edit own and others’ work using Reread and edit own and others’ work using
texts for meaning, spelling, capital letters and possible changes to improve meaning, boundary punctuation and text structure appropriate structure, grammatical choices deleting or moving words or word groups to agreed criteria for text structures and agreed criteria and explaining editing choices
full stops (VCELY161) spelling and punctuation (VCELY195) (VCELY231) and punctuation (VCELY267) improve content and structure (VCELY300) language features (VCELY330) (VCELY359)
Write words and sentences legibly using
Understand that sounds in English are Understand how to use learned formation Understand the conventions for writing words
upper- and lower-case letters that are applied Handwrite using clearly-formed joined letters, Develop a handwriting style that is legible,
represented by upper- and lower-case letters patterns to represent sounds and write words and sentences using joined letters that are Develop a handwriting style that is becoming
with growing fluency using an appropriate and develop increased fluency and fluent and that can vary depending on context
that can be written using learned letter using combinations of unjoined upper- and clearly formed and consistent in size legible, fluent and automatic (VCELY331)
pen/pencil grip and body position automaticity (VCELY301) (VCELY360)
formation patterns for each case (VCELY162) lower-case letters (VCELY196) (VCELY268)
(VCELY232)
Use software including word processing Use a range of software including word Use a range of software including word
Construct texts that incorporate supporting Construct texts featuring print, visual and Use a range of software, including word
Construct texts using software including word programs with growing speed and efficiency processing programs to construct, edit and processing programs to construct, edit and
images using software including word audio elements using software, including processing programs, learning new functions
processing programs (VCELY163) to construct and edit texts featuring visual, publish written text, and select, edit and place publish written text, and select, edit and place
processing programs (VCELY197) word processing programs (VCELY233) as required to create texts (VCELY361)
print and audio elements (VCELY269) visual, print and audio elements (VCELY302) visual, print and audio elements (VCELY332)
When writing, students use familiar words When writing, students provide details about Students create texts that show how images Students' texts include writing and images to Students use language features to create Students use language features to show how Students understand how language features
and phrases and images to convey ideas. ideas or events, and details about the support the meaning of the text. They express and develop in some detail coherence and add detail to their texts. They ideas can be extended. They develop and and language patterns can be used for
Their writing shows evidence of letter and participants in those events. They accurately accurately spell words with regular spelling experiences, events, information, ideas and make use of their increasing knowledge of explain a point of view about a text. They emphasis. They show how specific details
sound knowledge, beginning writing spell words with regular spelling patterns and patterns and can write words with less characters. They demonstrate understanding phonics, and they understand how to express create imaginative, informative and can be used to support a point of view. They
behaviours and experimentation with capital use their knowledge of blending and common long vowels, trigraphs and silent of grammar and choose vocabulary and an opinion based on information in a text. persuasive texts for different purposes and explain how their choices of language
letters and full stops. They correctly form all segmenting, and many simple and high- letters. They use some punctuation punctuation appropriate to the purpose and They create texts that show understanding of audiences. When writing, they demonstrate features and images are used. They use
upper- and lower-case letters. frequency words to write predictable words. accurately, and can write words and context of their writing. They use knowledge how images and detail can be used to extend understanding of grammar and sentence banks of known words and the less familiar
They use capital letters and full stops sentences legibly using unjoined upper- and letter–sound relationships and high-frequency key ideas. Students create well-structured types, and they select specific vocabulary and words they encounter to create detailed texts
appropriately. lower-case letters. words to spell words accurately, and can texts to explain ideas for different audiences. use accurate spelling and punctuation. They elaborating upon key ideas for a range of
write words with complex consonant and They demonstrate understanding of grammar, edit their work for cohesive structure and purposes and audiences. They demonstrate
vowel clusters. They reread and edit their select vocabulary from a range of resources meaning. understanding of grammar and make
writing, checking their work for appropriate and use accurate spelling and punctuation, considered choices from an expanding
vocabulary, structure and meaning. They rereading and editing their work to improve vocabulary to enhance cohesion and
write using joined letters that are accurately meaning. structure in their writing. They also use
formed and consistent in size. accurate spelling and punctuation for clarity,
provide feedback on the work of their peers
and can make and explain editorial choices
based on agreed criteria.

Speaking and Listening Speaking and Listening Speaking and Listening Speaking and Listening Speaking and Listening Speaking and Listening Speaking and Listening
Language variation and change Language variation and change Language variation and change Language variation and change Language variation and change Language variation and change Language variation and change
Understand that spoken, visual and written
Understand that people use different systems Understand that Standard Australian English
Understand that English is one of many forms of language are different modes of Understand that languages have different Understand that different social and
of communication to cater to different needs is one of many social dialects used in Understand that the pronunciation, spelling
languages spoken in Australia and that communication with different features and written and visual communication systems, geographical dialects or accents are used in
and purposes and that many people may use Australia, and that while it originated in and meanings of words have histories and
different languages may be spoken by family, their use varies according to the audience, different oral traditions and different ways of Australia in addition to Standard Australian
sign systems to communicate with others England it has been influenced by many other change over time (VCELA333)
classmates and community (VCELA164) purpose, context and cultural background constructing meaning (VCELA270) English (VCELA362)
(VCELA198) languages (VCELA303)
(VCELA234)
Language for interaction Language for interaction Language for interaction Language for interaction Language for interaction Language for interaction Language for interaction
Understand that successful cooperation with
Understand that language varies when
others depends on shared use of social Understand that patterns of language Understand that strategies for interaction
Explore how language is used differently at Understand that language is used in people take on different roles in social and Understand that social interactions influence
conventions, including turn-taking patterns, interaction vary across social contexts and become more complex and demanding as
home and school depending on the combination with other means of classroom interactions and how the use of the way people engage with ideas and
and forms of address that vary according to types of texts and that they help to signal levels of formality and social distance
relationships between people (VCELA165) communication (VCELA199) key interpersonal language resources varies respond to others (VCELA304)
the degree of formality in social situations social roles and relationships (VCELA334) increase (VCELA363)
depending on context (VCELA235)
(VCELA271)
Understand differences between the
Understand that language can be used to Understand that there are different ways of Identify language that can be used for Examine how evaluative language can be Understand how to move beyond making
language of opinion and feeling and the Understand the uses of objective and
explore ways of expressing needs, likes and asking for information, making offers and appreciating texts and the qualities of people varied to be more or less forceful bare assertions and take account of differing
language of factual reporting or recording subjective language and bias (VCELA364)
dislikes (VCELA166) giving commands (VCELA200) and things (VCELA236) (VCELA272) perspectives and points of view (VCELA335)
(VCELA305)
For the next sub-strand content description, Explore different ways of expressing For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
please refer to the scope and sequence chart emotions, including verbal, visual, body please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
for Reading and Viewing, or Writing language and facial expressions (VCELA201) for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
Understand the use of vocabulary in everyday Understand the use of vocabulary about
Understand the use of vocabulary in familiar
contexts as well as a growing number of familiar and new topics and experiment with Learn extended and technical vocabulary and For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
contexts related to everyday experiences,
school contexts, including appropriate use of and begin to make conscious choices of ways of expressing opinion including modal please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
personal interests and topics taught at school
formal and informal terms of address in vocabulary to suit audience and purpose verbs and adverbs (VCELA273) for Reading and Viewing, or Writing) for Reading and Viewing, or Writing) for Reading and Viewing, or Writing)
(VCELA167)
different contexts (VCELA202) (VCELA237)
Manipulate more complex sounds in spoken
Identify rhyming words, alliteration patterns, Identify the separate phonemes in consonant For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
words through knowledge of blending and
syllables and some sounds (phonemes) in blends or clusters at the beginnings and ends please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
segmenting sounds, phoneme deletion and
spoken words (VCELA168) of syllables (VCELA203) for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
substitution (VCELA238)
Blend and segment onset and rime in single
Manipulate phonemes by addition, deletion
syllable spoken words and isolate, blend and Identify all Standard Australian English For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
and substitution of initial, medial and final
segment phonemes in single syllable words phonemes, including short and long vowels, please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
phonemes to generate new words
(first consonant sound, last consonant sound, separate sounds in clusters (VCELA239) for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
(VCELA204)
middle vowel sound) (VCELA169)
Literature and context Literature and context Literature and context Literature and context Literature and context Literature and context Literature and context
Make connections between own experiences
Discuss texts in which characters, events and
For the next sub-strand content description, Discuss how depictions of characters in print, For the next sub-strand content description, For the next sub-strand content description, and those of characters and events
Discuss how authors create characters using settings are portrayed in different ways, and
please refer to the scope and sequence chart sound and images reflect the contexts in please refer to the scope and sequence chart please refer to the scope and sequence chart represented in texts drawn from different
language and images (VCELT205) speculate on the authors’ reasons
for Reading and Viewing, or Writing which they were created (VCELT240) for Reading and Viewing, or Writing for Reading and Viewing, or Writing historical, social and cultural contexts
(VCELT274)
(VCELT365)
Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature Responding to literature
Present a point of view about particular
Express preferences for specific texts and Identify aspects of different types of literary For the next sub-strand content description, Discuss literary experiences with others, For the next sub-strand content description,
Respond to texts, identifying favourite stories, literary texts using appropriate metalanguage,
authors and listen to the opinions of others texts that entertain, and give reasons for please refer to the scope and sequence chart sharing responses and expressing a point of please refer to the scope and sequence chart
authors and illustrators (VCELT170) and reflecting on the viewpoints of others
(VCELT206) personal preferences (VCELT241) for Reading and Viewing, or Writing view (VCELT306) for Reading and Viewing, or Writing
(VCELT336)
Discuss characters and events in a range of
Compare opinions about characters, events For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
Share feelings and thoughts about the events literary texts and share personal responses to
and settings in and between texts please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
and characters in texts (VCELT171) these texts, making connections with own
(VCELT242) for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
experiences (VCELT207)

Examining literature Examining literature Examining literature Examining literature Examining literature Examining literature Examining literature
Discuss features of plot, character and setting
Replicate the rhythms and sound patterns in Identify, reproduce and experiment with For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description, For the next sub-strand content description,
in different types of literature and compare
stories, rhymes, songs and poems from a rhythmic, sound and word patterns in poems, please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
some features of characters in different texts
range of cultures (VCELT172) chants, rhymes and songs (VCELT243) for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
(VCELT208)
Listen to, recite and perform poems, chants,
rhymes and songs, imitating and inventing
please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
sound patterns including alliteration and
for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
rhyme (VCELT209)
Creating literature Creating literature Creating literature Creating literature Creating literature Creating literature Creating literature
Modify familiar texts (VCELT173) please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart please refer to the scope and sequence chart
for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing for Reading and Viewing, or Writing
Interacting with others Interacting with others Interacting with others Interacting with others Interacting with others Interacting with others Interacting with others
Participate in and contribute to discussions,
clarifying and interrogating ideas, developing
Listen for specific purposes and information, Listen to and contribute to conversations and Clarify understanding of content as it unfolds
Listen to and respond orally to texts and to Engage in conversations and discussions, Interpret ideas and information in spoken and supporting arguments, sharing and
including instructions, and extend students’ discussions to share information and ideas in formal and informal situations, connecting
the communication of others in informal and using active listening, showing interest, and texts and listen for key points in order to carry evaluating information, experiences and
own and others' ideas in discussions through and negotiate in collaborative situations and ideas to students’ own experiences, and
structured classroom situations using contributing ideas, information and questions, out tasks and use information to share and opinions, and use interaction skills, varying
initiating topics, making positive statements, use interaction skills, including active listening present and justify a point of view or recount
interaction skills, including listening, while taking turns and recognising the contributions extend ideas and use interaction skills conventions of spoken interactions according
and voicing disagreement in an appropriate and clear, coherent communications an experience using interaction skills
others speak (VCELY174) of others (VCELY210) (VCELY307) to group size, formality of interaction and
manner (VCELY244) (VCELY275) (VCELY337)
needs and expertise of the audience
(VCELY366)
Participate in formal and informal debates
Plan, rehearse and deliver presentations Participate in informal debates and plan,
and plan, rehearse and deliver presentations,
Deliver short oral presentations to peers, Make short presentations, speaking clearly Rehearse and deliver short presentations on Plan and deliver short presentations, incorporating learned content and taking into rehearse and deliver presentations for
selecting and sequencing appropriate content
using appropriate voice levels, articulation, and using appropriate voice and pace, and familiar and new topics, speaking clearly and providing some key details in logical account the particular audiences and defined audiences and purposes
and multimodal elements for defined
body language, gestures and eye contact using some introduced text structures and varying tone, volume and pace appropriately, sequence, using appropriate tone, pace, pitch purposes such as informative, persuasive and incorporating accurate and sequenced
audiences and purposes, making appropriate
(VCELY175) language (VCELY211) and using supportive props (VCELY245) and volume (VCELY276) imaginative, including multimodal elements content and multimodal elements
choices for modality and emphasis
(VCELY308) (VCELY338)
(VCELY367)
Students listen to and use appropriate Students listen to others when taking part in Students listen for particular purposes. They Students listen to others’ views and respond Students can collaborate, listen for key points Students listen and ask questions to clarify Students listen to discussions, clarifying
interaction skills to respond to others in a conversations using appropriate interaction listen for and manipulate sound combinations appropriately using interaction skills. They in discussions and use the information to content. They use language features to show content and challenging others’ ideas. They
familiar environment. They can identify skills. They listen for and reproduce letter and rhythmic sound patterns. When understand how language features are used carry out tasks. They use language features how ideas can be extended. They develop understand how language features and
rhyme, letter patterns and sounds in words. patterns and letter clusters. Students discussing their ideas and experiences, to link and sequence ideas. They understand to create coherence and add detail to their and explain a point of view about a text language patterns can be used for emphasis.
Students understand that their texts can understand how characters in texts are students use everyday language features and how language can be used to express texts. They understand how to express an selecting information, ideas and images from They show how specific details can be used
reflect their own experiences. They identify developed and give reasons for personal topic-specific vocabulary. They explain their feelings and opinions on topics. They create a opinion based on information in a text. They a range of resources. They create a variety of to support a point of view. They explain how
and describe likes and dislikes about familiar preferences. They can describe characters, preferences for aspects of texts using other range of texts for familiar and unfamiliar create texts that show understanding of how sequenced texts for different purposes and their choices of language features and
texts, objects, characters and events. In settings and events in different types of texts as comparisons. They create texts that audiences. They contribute actively to class images and detail can be used to extend key audiences. They make presentations for images are used. They create detailed texts,
informal group and whole-class settings, literature. They create texts that show show how images support the meaning of the and group discussions, asking questions, ideas. Students create structured texts to defined purposed using multimodal elements, elaborating on key ideas for a range of
students communicate clearly. They retell understanding of the connection between text. Students create texts, drawing on their providing useful feedback and making explain ideas for different audiences. They and contribute actively to class and group purposes and audiences. They make
events and experiences with peers and writing, speech and images. They create own experiences, their imagination and presentations. make presentations and contribute actively to discussions, taking into account other presentations and contribute actively to class
known adults. They identify and use rhyme, short texts for a small range of purposes. information they have learned. Students use class and group discussions, varying perspectives. and group discussions, using a variety of
letter patterns and sounds in words. They interact in pair, group and class a variety of strategies to engage in group and language according to context. strategies for effect.
discussions, taking turns when responding. class discussions and make presentations.
They make short presentations on familiar
topics.

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English: Foundation – Level 6 (by Mode)

Foundation Level Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

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