Aus Vels

Reading and viewing
By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Reading and viewing
By the end of Level 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. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.
Reading and viewing
• identify and explain how the text structures and language features become more complex in informative and persuasive texts (ACELA1531 Purpose, audience and structures of different types of texts)
• evaluate texts, using references, either to the text or other sources (ACELA1782 Evaluative language)
• recognise and analyse the ways that characterisation, events and settings are combined in narratives (ACELT1622 Features of literary texts)
• interpret and discuss how language is compressed to produce a dramatic effect in film or drama or to create layers of meaning in poetry (ACELT1621 Language devices in literary texts including figurative language)
• use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722 Reading processes)

Writing
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Writing
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

Writing
• use a selection of devices to create text structure for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763 Text cohesion)
• expand noun groups, including through the use of embedded subordinate clauses (ACELA1534 Sentences and clause level grammar)
• use a selection of modal verbs, adverbs, adjectives and nouns to achieve a sense of certainty, probability and obligation (ACELA1536 Word level grammar)
• create literary texts that adapt stylistic features encountered in a range of other texts studied, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625 Creating literary texts)
• plan, draft and publish a range of imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas ( ACELY1725 Creating texts) use of a range of strategies to edit for meaning, for example removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726 Editing)

Speaking and listening
Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.
Speaking and listening
• investigate changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication (ACELT1528 Language variation and change)
• identify and explain differences between ideas and points of view in texts (ACELT1619 How texts reflect the context of culture and situation in which they are created)
• use of multimodal elements to support meaning in presentations for a variety of purposes and audiences (ACELY1720 Oral presentations)
• select voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement (ACELY1804 Listening and speaking interactions)

Speaking and listening
Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. They create texts structured and coherent texts for a range purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

Levels 7 to 10

Students continue to practise, consolidate and extend what they have learned from previous levels. They also extend their understanding of how language works, and learn to transfer this knowledge to different contexts. To achieve this, students develop an understanding of the requirements of different types of texts; they are introduced to increasingly sophisticated analyses of various kinds of literary, popular culture, and everyday texts, and they are given opportunities to engage with the technical aspects of texts, including those of their own choosing – and to explain why they made that choice.

The notion of valuing certain texts as ‘literature’ is introduced. Students learn how such texts can be discussed and analysed in relation to themes, ideas and historical and cultural contexts.

Students engage with a variety of genres and modes. They re-enact, represent and describe texts in order to display their understanding of narrative, theme, purpose, context and argument and to defend their ideas in written and oral modes. Students are given further opportunities to create increasingly sophisticated and multimodal texts in groups and individually

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