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Literacy learning continuum - Australian Curriculum

Literacy learning continuum Level 1a Level 1b Level 1c Level 1d Sub-element Students: Students: Students: Students: Comprehending texts through listening, reading and viewing element Comprehend use behaviours that are not intentionally use informal behaviours that show use conventional behaviours and/or use conventional behaviours and/. texts directed at another person to: consistent anticipation of events in concrete symbols consistently in an or abstract symbols consistently in attend to, respond to or show interest regular routines to: increasing range of environments and different contexts and with different in familiar people, texts, events and attend consistently to familiar texts with familiar and unfamiliar people to: people to: activities respond consistently to social respond to a sequence of gestures, work out the meaning of

Literacy learning continuum Sub-element Level 1e Typically, by the end of Foundation Year, students: Level 2 Typically, by the end of Year 2, students:

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Transcription of Literacy learning continuum - Australian Curriculum

1 Literacy learning continuum Level 1a Level 1b Level 1c Level 1d Sub-element Students: Students: Students: Students: Comprehending texts through listening, reading and viewing element Comprehend use behaviours that are not intentionally use informal behaviours that show use conventional behaviours and/or use conventional behaviours and/. texts directed at another person to: consistent anticipation of events in concrete symbols consistently in an or abstract symbols consistently in attend to, respond to or show interest regular routines to: increasing range of environments and different contexts and with different in familiar people, texts, events and attend consistently to familiar texts with familiar and unfamiliar people to: people to.

2 Activities respond consistently to social respond to a sequence of gestures, work out the meaning of texts with interactions with familiar people objects, photographs and/or familiar structures, such as illustrated pictographs, for example follow a books, printed words, Braille texts demonstrate anticipation of visual schedule to complete a task and pictographs , using knowledge of predictable events context and vocabulary respond to texts with familiar respond to questions structures, for example by responding respond to questions, sequence respond to requests to a question events and identify information from respond to requests texts with familiar structures use information in texts to explore a topic Level 1e Level 2 Level 3 Level 4 Level 5 Level 6.

3 Sub-element Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Foundation Year, students: Year 2, students: Year 4, students: Year 6, students: Year 8, students: Year 10, students: Navigate, navigate, read and navigate, read and view navigate, read and view navigate, read and view navigate, read and view navigate, read and view read and view view simple texts with texts with illustrations and different types of texts subject-specific texts a variety of challenging a wide range of more learning area familiar vocabulary and simple graphics with illustrations and with some challenging subject-specific texts demanding subject- texts supportive illustrations more detailed graphics features and a range of with a wide range of specific texts with an graphic representations graphic representations extensive range of graphic representations Listen and listen and respond to

4 Listen to two or more listen to spoken listen to detailed listen to extended spoken listen to a range of respond to brief questions and one step instructions for instructions with some spoken instructions for and audio texts, respond extended spoken and learning area and two step instructions, undertaking learning tasks, detail for undertaking undertaking learning to and interpret stated audio texts and respond texts listen for information in listen for information about learning area tasks, listen tasks, listen to spoken and implied meanings, to, interpret and evaluate simple spoken texts and topics being learned in to identify key information and audio texts, and and evaluate information ideas.

5 Information and respond to audio texts spoken and audio texts in spoken and multi- respond to and interpret and ideas opinions and texts read aloud and respond to texts read modal texts and respond information and opinions aloud to texts read aloud presented Interpret and interpret simple texts interpret and use texts interpret literal interpret and analyse interpret and evaluate interpret and evaluate analyse learning using comprehension to explore topics, gather information and make information and ideas, information, identify main information within and area texts strategies information and make inferences to expand comparing texts on ideas and supporting between texts, comparing some obvious inferences topic knowledge using similar topics or themes evidence, and analyse and contrasting using comprehension comprehension strategies using comprehension different perspectives information using strategies strategies using comprehension comprehension strategies strategies Literacy learning continuum Level 1a Level 1b Level 1c Level 1d Sub-element Students: Students: Students.

6 Students: Composing texts through speaking, writing and creating element Compose texts use behaviours that are not intentionally use informal behaviours to intentionally use conventional behaviours and/ use conventional behaviours and/. directed at another person to: communicate a single message or concrete symbols to intentionally or abstract symbols consistently in refuse or reject consistently in familiar environments communicate more than one idea at a different contexts and with different with familiar people, such as to: time consistently across an increasing people to communicate intentionally reflect a preference or desire refuse or reject range of environments with familiar and and consistently in different contexts reflect state of wellbeing, for example unfamiliar people, such as to: and with different people to.

7 Contentment, joy, worry, pain express a preference refuse or reject create texts with familiar structures reflect a physical state, for example request the continuation of an activity request items, people or events such as speech, simple print hot, cold, nausea request something new texts, keyboard texts, illustrations, present at the time request more pictographs create texts, for example to comment request attention on a recent event, story or shared comment on people, events and experience objects in the past, present and future and to ask questions convey knowledge about learning area topics Literacy learning continuum Level 1e Level 2 Level 3 Level 4 Level 5 Level 6.

8 Sub-element Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Foundation Year, students: Year 2, students: Year 4, students: Year 6, students: Year 8, students: Year 10, students: Composing texts through speaking, writing and creating element Compose compose short learning compose and edit a small compose and edit a compose and edit compose and edit longer compose and edit longer spoken, written, area texts, with support, range of learning area range of learning area learning area texts sustained learning area and more complex visual and to record and report ideas texts texts texts learning area texts multimodal and events learning area texts Use language use short pair, group and use pair, group and class use pair.

9 Group and use pair, group and class use pair, group and class use pair, group and class to interact with class conversations and discussions as learning class discussions about discussions and informal discussions and formal discussions and formal others discussions as learning tools to explore learning learning area topics debates as learning and informal debates as and informal debates as tools to explore learning area topics, to represent as learning tools to tools to explore ideas learning tools to explore learning tools to explore area topics and to ideas and relationships, explore and represent and relationships, test ideas, test possibilities, ideas, compare solutions, prepare for creating texts and to prepare for ideas and relationships, possibilities, compare compare solutions, evaluate information and creating texts test possibilities and to solutions and to prepare rehearse ideas and ideas.

10 Refine opinions and prepare for creating texts for creating texts arguments in preparation arguments in preparation for creating texts for creating texts Deliver plan and deliver short plan, rehearse and deliver plan, rehearse and deliver plan, research, rehearse plan, research, rehearse plan, research, rehearse presentations presentations related to short presentations on presentations on learning and deliver presentations and deliver presentations and deliver presentations learning area topics learning area topics, area topics, incorporating on learning area topics, on learning area topics, on more complex issues incorporating some visual some learned content selecting appropriate sequencing selected and learning area topics, and multimodal elements and appropriate visual content and visual and content and multimodal combining visual and and multimodal elements multimodal elements to elements for accuracy multimodal


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