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 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

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 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, 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: 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:
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
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, 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, 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 elements
suit different audiences and their impact on the creatively to present
audience ideas and information
and support opinions and
engage and persuade an
audience
Literacy learning continuum
Level 1e Level 2 Level 3 Level 4 Level 5 Level 6
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:

Text knowledge element

Use knowledge use knowledge of use knowledge of the use growing knowledge use developing use wide knowledge of use comprehensive
of text some basic differences structure and features of the structure and knowledge of the the structure and features knowledge of the
structures between imaginative of learning area texts features of learning area structure and features of learning area texts structure and features
and informative texts to to comprehend and texts to comprehend and of learning area texts to comprehend and of learning area texts
select and use texts and compose a growing compose an increasing to comprehend and compose texts, using to comprehend and
compose simple learning range of texts with some number and range of compose a range of creative adaptations compose complex texts
area texts with teacher teacher support texts more complex texts for of text structures and in innovative ways, using
support identified purposes conventions for citing conventions for citing
others others
Use knowledge use beginning knowledge use knowledge of how use knowledge of how use knowledge of how use knowledge of word use knowledge of
of text cohesion of how language is used texts are made cohesive texts are made cohesive cohesive links can be functions to make how the cohesion in
to comprehend and through word repetitions through linking words made in texts through connections in texts texts is improved by
compose written texts and associations, and phrases, for example omitting and replacing strengthening the internal
with support synonyms and antonyms ‘so’, ‘therefore’, ‘then’, words structure
to comprehend and ‘in addition’, and the
compose texts correct use of pronouns
to comprehend and
compose texts
Literacy learning continuum
Level 1e Level 2 Level 3 Level 4 Level 5 Level 6
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:

Grammar knowledge element

Use knowledge use simple sentences to use simple and use simple, compound use simple, compound control a range of simple, control a range of simple,
of sentence record ideas and events compound sentences and complex sentence and complex sentence compound and complex compound and complex
structures with emerging knowledge to record observations, structures to describe, structures to record, sentence structures to sentence structures
of word order and make connections explain, report and make explain, question, record, explain, question, to convey complex
between ideas connections between describe and elaborate argue, describe and link ideas, build and support
ideas and events ideas and events ideas, evidence and arguments, and change
conclusions emphasis
Use knowledge recognise that texts are recognise and use nouns recognise and use expand and sharpen recognise and use develop higher order
of words and made up of words and that represent people, adverbs and prepositional ideas through careful aspects of language concepts in academic
word groups groups of words that places, things and ideas phrases that provide choice of verbs and to suggest possibility, texts through language
make meaning in the learning area and detailed descriptions in phrases and elaborated probability, obligation and features that compact
expand nouns to achieve the learning areas tenses conditionality and generalise ideas
greater precision
Express opinion use speaking, visual identify and use language differentiate between the use subjective, objective use language to evaluate use language that
and point of elements (including that expresses feelings language of opinion and and evaluative language, an object, action or text, indirectly expresses
view drawing) and beginning and opinions, and feeling and the language and identify bias and language that is opinions and constructs
writing to express likes compares and evaluates of factual reporting or designed to persuade the representations of people
and dislikes people and things recording reader/viewer and events, and consider
expressed and implied
judgments
Literacy learning continuum
Level 1e Level 2 Level 3 Level 4 Level 5 Level 6
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:

Word knowledge element

Understand use familiar vocabulary use mostly familiar use growing subject- use vocabulary, including use a wide range of use subject-specific
learning area contexts related to vocabulary, with a steady specific vocabulary to subject-specific new specialist and topic vocabulary to express
vocabulary everyday experiences, introduction of new read, discuss and write vocabulary from a vocabulary to contribute abstract concepts, and
personal interests and vocabulary in learning about learning area topics range of learning areas to the specificity, refine vocabulary choices
topics taught at school area contexts and vocabulary that authority and abstraction to discriminate between
and used in other expresses shades of of texts shades of meaning
contexts meaning
Use spelling spell words using spell topic words, new spell topic words, more spell topic words and use spell specialist topic use knowledge of a wide
knowledge growing sound and letter words with regular letter complex irregular words, word origins, base words, words and use range of English spelling
knowledge and spell patterns and some regular words and word prefixes and suffixes knowledge of word conventions to spell
words with regular letter common irregular words, families containing known when spelling new words origins, base words, unusual and technical
patterns and recognise meaning letters and letter clusters, prefixes and suffixes words correctly and to
relationships between and use strategies for and unusual letter deduce the meanings
words such as ‘’play’, attempting unknown combinations to spell of unfamiliar words and
‘playing’, ‘playground’ words correctly spell unknown words

Level 1e Level 2 Level 3 Level 4 Level 5 Level 6

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:

Visual knowledge element

Understand recognise the different describe how images identify the effects explain how analytical analyse the effects of evaluate the impact of
how visual meanings of words and add to, contradict or of choices in the images such as figures, different visual elements different visual choices
elements images in imaginative and multiply the meanings construction of images, diagrams, tables, maps upon the reader/viewer, in the composition
create meaning informative texts of words in a text, and including framing and and graphs contribute to and how visual texts such of images, including
compare images with the composition understanding of factual as advertisements and symbolic images and
accompanying print text information in texts informative texts draw on movement of camera or
and allude to other texts light, to achieve different
to enhance meaning nuances