zilongwang/ReadingBank huggingface dataset:
Responding thorough description and thorough discussion of similarities and differences between media artworks made and viewed informed description and informed discussion of similarities and differences between media artworks made and viewed description and discussion of similarities and differences between media artworks made and viewed identification of similarities and differences between media artworks made and viewed statements about similarities and differences between media artworks thorough discussion of how and why they and others use images, sound and text to make and present media artworks informed discussion of how and why they and others use images, sound and text to make and present media artworks discussion of how and why they and others use images, sound and text to make and present media artworks identification of the images, sound and text they and others use to make and present media artworks statements about the use of images, sound and text to make and present media artworks Making skilful and effective use of story principles, time, space and technologies to make and share media artworks that clearly and effectively communicate ideas to an audience informed use of story principles, time, space and technologies to make and share media artworks that effectively communicate ideas to an audience use of story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience guided use of story principles, time, space and technologies to make and share aspects of media artworks that communicate aspects of ideas to an audience directed use of story principles, time, space and technologies to make and share fragmented media artworks Key shading emphasises the qualities that discriminate between the A–E descriptors
The folio of a student’s work has the following characteristics: Responding thorough explanation of: how points of view, ideas and stories are shaped and portrayed in media artworks made, shared and viewed the purposes and audiences for media artworks made in different cultures, times and places informed explanation of: how points of view, ideas and stories are shaped and portrayed in media artworks made, shared and viewed the purposes and audiences for media artworks made in different cultures, times and places explanation of: how points of view, ideas and stories are shaped and portrayed in media artworks made, shared and viewed the purposes and audiences for media artworks made in different cultures, times and places description of: how points of view, ideas and stories are shaped and portrayed in media artworks made, shared and viewed the purposes and audiences for media artworks made in different cultures, times and places statements about: points of view, ideas and stories in media artworks the purposes and audiences for media artworks Making skilful use of technologies to make media artworks for specific audiences and purposes using story principles to skilfully and effectively shape: points of view genre conventions movement lighting informed use of technologies to make media artworks for specific audiences and purposes using story principles to effectively shape: points of view genre conventions movement lighting use of technologies to make media artworks for specific audiences and purposes using story principles to shape: points of view genre conventions movement lighting guided use of technologies to make aspects of media artworks using story principles to shape aspects of: points of view genre conventions movement lighting directed use of technologies to make fragmented media artworks using aspects of: points of view genre conventions movement lighting Key shading emphasises the qualities that discriminate between the A–E descriptors
Responding clear and informed communication about: music listened to, made and performed where and why people make music informed communication about: music listened to, made and performed where and why people make music communication about: music listened to, made and performed where and why people make music guided communication about: music listened to, made and performed where and why people make music directed statements about: music listened to, made and performed where and why people make music Making Composing skilful and effective improvisation, composition and arrangement of music that is cohesive effective improvisation, composition and arrangement of music improvisation, composition and arrangement of music guided improvisation, composition and arrangement of music directed improvisation, composition and arrangement of music Performing skilful and effective improvisation and performance of music effective improvisation and performance of music improvisation and performance of music guided improvisation and performance of music directed improvisation and performance of music skilful and effective demonstration of aural skills when singing and playing music by: staying in tune keeping in time effective demonstration of aural skills when singing and playing music by: staying in tune keeping in time demonstration of aural skills when singing and playing music by: staying in tune keeping in time guided use of aspects of aural skills when singing and playing music by partially: staying in tune keeping in time directed use of aspects of aural skills when singing and playing music by sporadically: staying in tune keeping in time Key shading emphasises the qualities that discriminate between the AP–BA descriptors AP MC WW EX BA applies the curriculum content; demonstrates a thorough understanding of the required knowledge; demonstrates a high level of skill that can be transferred to new situations makes connections using the curriculum content; demonstrates a clear understanding of the required knowledge; applies a high level of skill in situations familiar to them, and is beginning to transfer skills to new situations works with the curriculum content; demonstrates understanding of the required knowledge; applies skills in situations familiar to them exploring the curriculum content; demonstrates understanding of aspects of the required knowledge; uses a varying level of skills in situations familiar to them becoming aware of the curriculum content; demonstrates a basic understanding of aspects of required knowledge; beginning to use skills in situations familiar to them
The folio of a student’s work has the following characteristics: Responding thorough explanation of how the elements of music are used to communicate meaning in the music listened to, composed and performed informed explanation of how the elements of music are used to communicate meaning in the music listened to, composed and performed explanation of how the elements of music are used to communicate meaning in the music listened to, composed and performed description of how aspects of the elements of music are used to communicate meaning in the music listened to, composed and performed statements about aspects of the elements of music in music thorough description of how their music making is influenced by music and performances from different cultures, times and places informed description of how their music making is influenced by music and performances from different cultures, times and places description of how their music making is influenced by music and performances from different cultures, times and places identification of influences on their music making from different cultures, times and places statements about their music making Making Composing composition of music that is cohesive and clearly communicates meaning with skilful and effective use of: rhythm pitch form symbols terminology composition of music that communicates meaning with effective use of: rhythm pitch form symbols terminology composition of music with use of: rhythm pitch form symbols terminology partial composition of music with uneven use of aspects of: rhythm pitch form symbols terminology making of music with sporadic use of aspects of: rhythm pitch form symbols terminology Performing performance of music (singing and playing instruments) in different styles that is cohesive and clearly communicates meaning to audiences, with skilful, effective and sustained use of: aural skills, including accurate pitch and rhythm technical skills expressive skills performance of music (singing and playing instruments) in different styles that communicates meaning to audiences, with effective use of: aural skills, including accurate pitch and rhythm technical skills expressive skills performance of music (singing and playing instruments) in different styles to audiences, with use of: aural skills, including accurate pitch and rhythm technical skills expressive skills performance of music (singing and playing instruments) in different styles to audiences, with uneven use of aspects of: aural skills technical skills expressive skills performance of music (singing and playing instruments) in different styles to audiences, with sporadic use of aspects of: aural skills technical skills expressive skills Key shading emphasises the qualities that discriminate between the A–E descriptors
The folio of a student’s work has the following characteristics: Responding thorough description and thorough discussion of similarities and differences between artworks made, presented and viewed informed description and informed discussion of similarities and differences between artworks made, presented and viewed description and discussion of similarities and differences between artworks made, presented and viewed identification of similarities and differences between artworks made, presented and viewed statements about similarities and differences between artworks thorough discussion of how and why they and others use visual conventions in artworks informed discussion of how and why they and others use visual conventions in artworks discussion of how they and others use visual conventions in artworks identification of the visual conventions they and others use in artworks statements about the use of visual conventions in artworks Making thorough planning and making of skilful and effective artworks inspired by artworks they experience informed planning and making of effective artworks inspired by artworks they experience planning and making of artworks inspired by artworks they experience partial planning and making of artworks inspired by artworks they experience fragmented planning and making of artworks skilful and effective communication of ideas by using: visual conventions techniques processes effective communication of ideas by using: visual conventions techniques processes communication of ideas by using: visual conventions techniques processes communication of ideas by using aspects of: visual conventions techniques processes fragmented communication of ideas using aspects of: visual conventions techniques processes Key shading emphasises the qualities that discriminate between the A–E descriptors
Years 7 and 8 Visual Arts standard elaborations A B C D E The folio of a student’s work has the following characteristics: Responding identification and thorough analysis of how other artists use visual conventions and viewpoints to communicate ideas identification and informed analysis of how other artists use visual conventions and viewpoints to communicate ideas identification and analysis of how other artists use visual conventions and viewpoints to communicate ideas identification and description of how other artists use visual conventions and viewpoints to communicate ideas identification of other artists using visual conventions and viewpoints to communicate ideas thorough explanation of how an artwork is displayed to enhance its meaning informed explanation of how an artwork is displayed to enhance its meaning explanation of how an artwork is displayed to enhance its meaning description of how an artwork is displayed to enhance its meaning statements about an artwork display discerning evaluation of how they and others are influenced by artworks from different cultures, times and places informed evaluation of how they and others are influenced by artworks from different cultures, times and places evaluation of how they and others are influenced by artworks from different cultures, times and places explanation about how they and others are influenced by artworks from different cultures, times and places statements about how they and others are influenced by artworks from different cultures, times and places Making planning, development and purposeful resolution of art making in response to informed exploration of techniques and processes used in own and others’ artworks planning, development and resolution of art making in response to informed exploration of techniques and processes used in own and others’ artworks planning of art making in response to exploration of techniques and processes used in own and others’ artworks partial planning of art making in response to exploration of aspects of techniques and processes used in own and others’ artworks fragmented exploration of aspects of techniques and processes effective communication of intended meaning in artworks through the purposeful and skilful use of: visual conventions techniques processes viewpoints communication of intended meaning in artworks through the skilful use of: visual conventions techniques processes viewpoints communication of meaning in artworks through the use of: visual conventions techniques processes viewpoints communication of ideas in artworks through the use of aspects of: visual conventions techniques processes viewpoints sporadic use of aspects of: visual conventions techniques processes viewpoints Key shading emphasises the qualities that discriminate between the A–E descriptors
Years 9 and 10 Visual Arts standard elaborations A B C D E The folio of a student’s work has the following characteristics: Responding discerning evaluation of: how representations communicate artistic intentions in artworks made and viewed artworks and displays from different cultures, times and places informed evaluation of: how representations communicate artistic intentions in artworks made and viewed artworks and displays from different cultures, times and places evaluation of: how representations communicate artistic intentions in artworks made and viewed artworks and displays from different cultures, times and places explanation of: how representations communicate artistic intentions in artworks made and viewed artworks and displays from different cultures, times and places statements about: representations in artworks artwork and display from a culture, time and place thorough analysis of connections between visual conventions, practices and viewpoints that represent their own and others’ ideas informed analysis of connections between visual conventions, practices and viewpoints that represent their own and others’ ideas analysis of connections between visual conventions, practices and viewpoints that represent their own and others’ ideas description of connections between visual conventions, practices and viewpoints that represent their own and others’ ideas statements about visual conventions, practices and viewpoints thorough description of influences of other artists on their own artworks description of influences of other artists on their own artworks identification of influences of other artists on their own artworks statements about influences on their own artworks statements about their own artworks Making development and refinement of techniques and processes to effectively and skilfilly represent ideas and subject matter in artworks through the purposeful and skilful manipulation of: materials techniques processes development and refinement of techniques and processes to effectively represent ideas and subject matter in artworks through the effective manipulation of: materials techniques processes development and refinement of techniques and processes to represent ideas and subject matter in artworks through the manipulation of: materials techniques processes representation of ideas and subject matter in artworks through the use of aspects of: materials techniques processes sporadic use of aspects of: materials techniques processes Key shading emphasises the qualities that discriminate between the A–E descriptors
Develop assessment Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Unit 1 – Exploring how Australia’s legal and political systems protect its citizens Unit 2 – Exploring influences that shape citizenship within Australia’s democracy The assessment will gather evidence of the student’s ability to: explain features of Australia’s system of government, and the purpose of the Constitution in Australia’s representative democracy explain how Australia’s legal system is based on the principle of justice identify the importance of shared values, and explain the diverse nature of Australian society develop a range of questions and gather and analyse information from different sources to investigate Australia’s political and legal systems consider different points of view on civics and citizenship issues take into account multiple perspectives to develop solutions to an issue as part of a plan for action develop and present arguments on civics and citizenship issues using appropriate texts, terms and concepts identify ways they can be active and informed citizens. The assessment will gather evidence of the student’s ability to: analyse features of Australian democracy, and explain features of Australia’s democracy that enable active participation recognise different types of law in Australia and explain how laws are made analyse issues about national identity in Australia and the factors that contribute to people’s sense of belonging develop a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance explain different points of view on civics and citizenship issues take into account multiple perspectives, use democratic processes, and develop solutions to an issue as part of a plan for action develop and present reasoned arguments on civics and citizenship issues using appropriate texts, language and concepts identify ways they can be active and informed citizens in different contexts. Making judgments and feedback Consistency of teacher judgments Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency. Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency. Content descriptions for Years 7–8 Civics and Citizenship
Develop assessment Assessment Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Unit 1 — Examining how Australia’s political and legal systems enable change Unit 2 — Sustaining Australia’s democracy The assessment will gather evidence of the student’s ability to: evaluate features of Australia’s political system, and identify and the influences on people’s electoral choices explain the key principles of Australia’s system of justice and the role of Australia’s court system a range of factors that influence identities and attitudes to diversity a range of questions to investigate Australia’s political and legal systems and information gathered from different sources for relevance and reliability compare and account for different interpretations and points of view on civics and citizenship issues take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue as part of a plan for action develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts ways they can be active and informed citizens in different contexts. The assessment will gather evidence of the student’s ability to: compare and evaluate the key features and values of systems of government, and Australia’s global roles and responsibilities the role of the High Court and explain how Australia’s international legal obligations influence law and government policy a range of factors that sustain democratic societies evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission account for and evaluate different interpretations and points of view on civics and citizenship issues take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue as part of a plan for action develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues use appropriate texts and subject-specific language and concepts evaluate ways they can be active and informed citizens in different contexts. Making judgments and feedback Consistency of teacher judgments Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency. Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency. Content descriptions for Years 9–10 Civics and Citizenship
Year 3 Civics and Citizenship standard elaborations DRAFT A B C D E The folio of student work has the following characteristics: Understanding and skills dimensions Knowledge and understanding comprehensive explanation of how decisions can be made democratically and recognition of the importance of rules detailed explanation of how decisions can be made democratically and recognition of the importance of rules explanation of how decisions can be made democratically and recognition of the importance of rules description of how decisions can be made democratically and recognition of the importance of rules statements about how decisions are made democratically and the importance of rules comprehensive description of how people participate in their community as active citizens detailed description of how people participate in their community as active citizens description of how people participate in their community as active citizens identification of people participating in their community as active citizens statements about active citizens Questioning and researching posing of clear and informed questions about the society in which they live posing of informed questions about the society in which they live posing of questions about the society in which they live guided posing of questions about the society in which they live directed posing of questions about the society in which they live Analysing and interpreting sharing of reasoned views on an issue sharing of informed views on an issue sharing of views on an issue guided sharing of ideas on an issue directed sharing of ideas on an issue Communicating purposeful presentation of ideas and opinions using relevant civics and citizenship terms. effective presentation of ideas and opinions using relevant civics and citizenship terms. presentation of ideas and opinions using civics and citizenship terms. partial presentation of ideas and opinions using everyday language. fragmented presentation of ideas and opinions using everyday language. Key Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Year 4 Civics and Citizenship standard elaborations DRAFT A B C D E The folio of student work has the following characteristics: Understanding and skills dimensions Knowledge and understanding comprehensive explanation of the role of local government and recognition of the difference between rules and laws detailed explanation of the role of local government and recognition of the difference between rules and laws explanation of the role of local government and recognition of the difference between rules and laws description of the role of local government and recognition of the difference between rules and laws statements about the role of local government, rules and laws comprehensive description of factors that shape a person’s identity and sense of belonging detailed description of factors that shape a person’s identity and sense of belonging description of factors that shape a person’s identity and sense of belonging identification of factors that shape a person’s identity and sense of belonging statements about factors that shape a person’s identity and sense of belonging Questioning and researching posing of questions about the society in which they live and considered use of information to effectively answer them posing of questions about the society in which they live and considered use of information to effectively answer them posing of questions about the society in which they live and use of information to answer them posing of questions about the society in which they live and use of information to partially answer them use of questions about the society in which they live and use of aspects of information to partially answer them Analysing and interpreting reasoned suggestion of solutions to an identified issue informed suggestion of solutions to an identified issue suggestion of solutions to an identified issue identification of solutions to an identified issue statements about an identified issue Communicating development and purposeful presentation of ideas and opinions on an issue using relevant civics and citizenship terms. development and effective presentation of ideas and opinions on an issue using relevant civics and citizenship terms. development and presentation of ideas and opinions on an issue using civics and citizenship terms. partial presentation of ideas and opinions on an issue using everyday language. fragmented presentation of ideas and opinions on an issue using everyday language. Key Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Year 10 Economics and Business standard elaborations A B C D E The folio of a student’s work has the following characteristics: Knowledge and understanding thorough explanation of why and how governments manage economic performance to improve living standards detailed explanation of why and how governments manage economic performance to improve living standards explanation of why and how governments manage economic performance to improve living standards description of why and how governments manage economic performance to improve living standards statements about government management of the economy to improve living standards thorough explanations for the variations in economic performance and standards of living within and between economies detailed explanations for the variations in economic performance and standards of living within and between economies explanations for the variations in economic performance and standards of living within and between economies descriptions for the variations in economic performance and standards of living within and between economies statements about the economic performance and standards of living within and between economies discerning analysis of factors that influence major consumer and financial decisions thorough explanation of the short and longterm effects of these decisions informed analysis of factors that influence major consumer and financial decisions detailed explanation of the short and longterm effects of these decisions analysis of factors that influence major consumer and financial decisions explanation of the short and longterm effects of these decisions description of factors that influence consumer and financial decisions description of the short and longterm effects of these decisions statements about factors that influence consumer and financial decisions statements about the effects of these decisions thorough explanation of how businesses: respond to changing economic conditions improve productivity detailed explanation of how businesses: respond to changing economic conditions improve productivity explanation of how businesses: respond to changing economic conditions improve productivity description of how businesses: respond to changing economic conditions improve productivity statements about how businesses: respond to change improve productivity discerning evaluation of the effect of organisational and workforce management on business performance informed evaluation of the effect of organisational and workforce management on business performance evaluation of the effect of organisational and workforce management on business performance explanation of the effect of organisational and workforce management on business performance statements about organisational and workforce management and business performance
Year 7 Economics and Business standard elaborations A B C D E The folio of a student’s work has the following characteristics: Knowledge and understanding thorough description of the interdependence of consumers and producers in the market detailed description of the interdependence of consumers and producers in the market description of the interdependence of consumers and producers in the market identification of the interdependence of consumers and producers in the market statements about consumers and producers in the market thorough explanation of the importance of short- and long-term planning to individual and business success identification and explanation of different strategies that may be used detailed explanation of the importance of short- and long-term planning to individual and business success identification and description of different strategies that may be used explanation of the importance of short- and long-term planning to individual and business success identification of different strategies that may be used description of the importance of short- and long-term planning to individual and business success identification of strategies that may be used statements about: planning for individual and business success strategies that may be used thorough description of the characteristics of successful businesses thorough explanation of how entrepreneurial capabilities contribute to this success detailed description of the characteristics of successful businesses detailed explanation of how entrepreneurial capabilities contribute to this success description of the characteristics of successful businesses explanation of how entrepreneurial capabilities contribute to this success identification of the characteristics of successful businesses description of how entrepreneurial capabilities contribute to this success statements about: the characteristics of successful businesses how entrepreneurial capabilities contribute to this success identification and explanation of reasons individuals choose to work thorough description of the various sources of income that exist identification and description of reasons individuals choose to work detailed description of the various sources of income that exist identification of reasons individuals choose to work description of the various sources of income that exist identification of aspects of reasons individuals choose to work identification of the various sources of income that exist statements about: the reasons individuals choose to work sources of income
England it has been influenced by many other languages Language for interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording Text structure and organisation Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives Expressing and developing ideas Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters Recognise homophones and know how to use to identify correct spelling. and relationships Responding to literature Discuss literary experiences with others, sharing responses and expressing a point of view Use metalanguage to describe the effects of ideas, text structures and language features of literary texts Examining literature Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns. response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences Interpreting, analysing, evaluating different by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts Creating texts using clearly-formed joined letters, and develop increased fluency and automaticity. planning, rehearsing and presenting a chosen poem ICT capability Explore poetry online, in songs and on video clips Critical and creative thinking Respond to a range of poems in the formative stage of this unit and in selecting a poem to present to peers Personal and social capability Provide constructive feedback in pairs Listen and respond to others’ work and show respect during others’ performances
For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: Imaginative: Narrative (Written) Students create an imaginative narrative to provide representations of two characters involved in an ethical dilemma which is resolved by the end of the story. Suggested conditions: 200–300 words open. Week 8 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Look at how pronunciation, spelling and meanings of words have histories, and how they change over time Select novels or films that include flashbacks or shifts in time and strong character development to read with the class Read or view a narrative and discuss: characters, time and place plot structure language moral or ethical dilemmas Examine how actions, thoughts and interactions construct characters. Identify characters well-known to the students and discuss character traits as stereotypical or non-stereotypical. Create characters that are non-stereotypical and discuss in small groups Discuss flashbacks and shifts in time to identify why the author uses these features within the novel or film Discuss and practise using the language elements of a narrative text: expanding noun and adjective groups to enhance descriptions using simple, compound or complex sentences for particular effects organising texts to predict content using clauses and conjunctions to develop and expand ideas Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education. Students would benefit from access to: a selection of narratives which include strong character development, ethical dilemmas or problems, and flashbacks or shifts in time a guest author for face-to-face or online discussions or questions regarding writing narratives.
to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources Text structure and organisation Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts Expressing and developing ideas Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle, and social distance Discuss aspects of , for example their and social value, using relevant and appropriate . discussing and presenting ideas and information, selecting body language, voice qualities and other elements (for example music and sound) to add interest and meaning Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing Interpreting, analysing, evaluating Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences Creating texts Plan, draft and publish imaginative, informative and , selecting aspects of matter and particular language, visual, and audio features to convey information and ideas ICT capability Explore and research persuasive texts including media texts online, in print, and in electronic and digital formats Incorporate ICTs to enhance or record a persuasive speech Critical and creative thinking Research, interpret, analyse and synthesise ideas and information Negotiate a persuasive speech to present to a chosen audience. Personal and social capability Provide constructive feedback in pairs Listen and respond to others’ work Show respect during others’ persuasive presentations Achievement standard Receptive modes (listening, reading and viewing) By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
choices for impact, and accurately use spelling and punctuation when creating and editing texts. Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 8 English for Foundation–10, www.australiancurriculum.edu.au/f-10-curriculum/english Year 10 English standard elaborations A B C D E The folio of a student’s work has the following characteristics: Receptive mode Understanding discerning evaluation of how text structures can be used in innovative ways by different authors effective evaluation of how text structures can be used in innovative ways by different authors evaluation of how text structures can be used in innovative ways by different authors explanation of how text structures can be used in innovative ways by different authors description of text structures used in innovative ways by different authors discerning explanation of how the choice of language features, images and vocabulary contributes to the development of individual style effective explanation of how the choice of language features, images and vocabulary contributes to the development of individual style explanation of how the choice of language features, images and vocabulary contributes to the development of individual style description of language features, images and vocabulary that contribute to the development of individual style identification of language features, images and vocabulary that contribute to the development of individual style Skills discerning development and justification of own interpretations of texts effective development and justification of own interpretations of texts development and justification of own interpretations of texts development and partial justification of own interpretations of texts development and fragmented justification of own interpretations of texts discerning evaluation of interpretations with discerning analysis of the evidence used to support them effective evaluation of interpretations with effective analysis of the evidence used to support them evaluation of interpretations with analysis of the evidence used to support them explanation of interpretations with description of the evidence used to support them description of other interpretations with identification of the evidence used to support them mode discerning selection of language features to achieve precision and stylistic effect effective selection of language features to achieve precision and stylistic effect selection of language features to achieve precision and stylistic effect selection of language features to achieve precision or stylistic effect selection of language features
Year 4 English standard elaborations A B C D E The folio of a student’s work has the following characteristics: Receptive mode Understanding understanding and considered explanation that texts have different text structures depending on purpose and context understanding and explanation that texts have different text structures depending on purpose and context understanding that texts have different text structures depending on purpose and context developing understanding that texts have different text structures depending on purpose and context emerging understanding that texts have different text structures depending on purpose and context clear and effective explanation of how language features, images and vocabulary are used to engage the interest of audiences effective explanation of how language features, images and vocabulary are used to engage the interest of audiences explanation of how language features, images and vocabulary are used to engage the interest of audiences description of language features, images and vocabulary are used to engage the interest of audiences identification of language features, images and vocabulary clear and detailed description of literal and implied meaning connecting ideas in different texts detailed description of literal and implied meaning connecting ideas in different texts description of literal and implied meaning connecting ideas in different texts identification of literal and implied meaning connecting ideas in different texts identification of literal and/or emerging identification of implied meaning connecting ideas in different texts Skills fluent and purposeful reading of a wide range of texts that include varied sentence structures, unfamiliar technical and abstract vocabulary including multisyllabic words fluent and effective reading of a range of a range texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words fluent reading of texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words reading of texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words reading of texts that include simple sentence structures and familiar vocabulary expression and considered explanation of preferences for particular types of texts, and purposeful response to others’ viewpoints expression and explanation of preferences for particular types of texts, and effective response to others’ viewpoints expression of preferences for particular types of texts, and response to others’ viewpoints partial expression of preferences for particular types of texts, and response to others’ viewpoints fragmented expression of preferences for particular types of texts, and response to others’ viewpoints
considered selection of specific vocabulary and consistent use of accurate spelling and punctuation effective selection of specific vocabulary and consistent use of accurate spelling and punctuation selection of specific vocabulary and use of accurate spelling and punctuation guided selection of specific vocabulary and partial use of accurate spelling and punctuation directed selection of specific vocabulary and fragmented use of accurate spelling and punctuation purposeful editing of work for cohesive structure and meaning effective editing of work for cohesive structure and meaning editing of work for cohesive structure and meaning developing editing of work for cohesive structure and meaning emerging editing of work for cohesive structure and meaning Key shading emphasises the qualities that discriminate between A–E descriptors
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 8 English for Foundation–10, www.australiancurriculum.edu.au/f-10-curriculum/english Year 6 English standard elaborations A B C D E The folio of a student’s work has the following characteristics: Receptive mode Understanding understanding and considered explanation of how the use of text structures can achieve particular effects understanding and explanation of how the use of text structures can achieve particular effects understanding of how the use of text structures can achieve particular effects partial understanding of how the use of text structures can achieve particular effects fragmented understanding of how the use of text structures can achieve particular effects considered analysis and explanation of how language features, images and vocabulary are used by different authors to represent ideas, characters and events effective analysis and explanation of how language features, images and vocabulary are used by different authors to represent ideas, characters and events analysis and explanation of how language features, images and vocabulary are used by different authors to represent ideas, characters and events explanation of how language features, images and vocabulary are used by different authors to represent ideas, characters and events identification of language features, images and vocabulary used by different authors to represent ideas, characters and events Skills clear and detailed comparison and analysis of information in different and complex texts, explaining literal and implied meaning detailed comparison and analysis of information in different and complex texts, explaining literal and implied meaning comparison and analysis of information in different and complex texts, explaining literal and implied meaning partial comparison and analysis of information in different and complex texts, explaining literal and implied meaning fragmented comparison and analysis of information in different and complex texts, explaining literal and implied meaning considered selection and use of evidence from a text to explain their response to it effective selection and use of evidence from a text to explain their response to it selection and use of evidence from a text to explain their response to it guided selection and use of evidence from a text to explain their response to it directed selection and use of evidence from a text to explain their response to it clear and effective clarification of content and challenging of others’ ideas when listening to discussions effective clarification of content and challenging of others’ ideas when listening to discussions clarification of content and challenging of others’ ideas when listening to discussions partial clarification of content and challenging of others’ ideas when listening to discussions fragmented clarification of content and challenging of others’ ideas when listening to discussions