CURRICULUM AREA – English toward Level 5 Achievement Standard Mode – Speaking and Listening VCAA EXAMPLE Context: Students listen to some radio or television interviews (e.g. Behind the News) and identify the active listening and speaking techniques employed by the interviewer. They the conduct an interview with an adult in their community in relation to a topic being studied in class (e.g. ‘an admirable person’ or ‘a migrant’). They listen attentively and take notes during the interview and then report back to their class with the transcript. Content Descriptions: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills () Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships () Example of Indicative Progress toward Level 5 Level 4 Achievement Standard – Speaking and Level 5 Achievement Standard – Speaking and Listening - Listening - English English Achievement Standard By the end of Level 4: In English, indicative progression toward Level 5 By the end of Level 5: Achievement Standard may be when students: Students can collaborate, listen for key points in Students listen and ask questions to clarify content. discussions and use the information to carry out listen to an interview and list key They use language features to show how ideas can be tasks. questioning techniques used by the extended. They use language features to create coherence interviewer and those used to demonstrate They develop and explain a point of view about a text and add detail to their texts. active listening. selecting information, ideas and images from a range of They understand how to express an opinion ask clarifying questions or for elaboration resources based on information in a text. when interview responses are too brief (e.g. They create a variety of sequenced texts for different They create texts that show understanding of ‘Can you please tell me a bit more purposes and audiences how images and detail can be used to extend key about…?’). They make presentations for defined purposes using ideas. write a set of appropriately sequenced multimodal elements, and contribute actively to class Students create structured texts to explain ideas interview questions and provide these to and group discussions, taking into account other for different audiences. the interviewee in advance. perspectives They make presentations and contribute actively write up the transcript of the interview and to class and group discussions, varying language present key findings to the class. according to context.
CURRICULUM AREA – English toward Level 5 Achievement Standard Mode – Speaking and Listening VCAA EXAMPLE Context: Students listen to some radio or television interviews (e.g. Behind the News) and identify the active listening and speaking techniques employed by the interviewer. They the conduct an interview with an adult in their community in relation to a topic being studied in class (e.g. ‘an admirable person’ or ‘a migrant’). They listen attentively and take notes during the interview and then report back to their class with the transcript. Content Descriptions: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills () Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships () Level 4 Achievement Standard – Speaking and Listening - English Example of Indicative Progress toward Level 5 Achievement Standard Level 5 Achievement Standard – Speaking and Listening - English By the end of Level 4: Students can collaborate, listen for key points in discussions and use the information to carry out tasks. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. In English, indicative progression toward Level 5 Achievement Standard may be when students: listen to an interview and list key questioning techniques used by the interviewer and those used to demonstrate active listening. ask clarifying questions or for elaboration when interview responses are too brief (e.g. ‘Can you please tell me a bit more about…?’). write a set of appropriately sequenced interview questions and provide these to the interviewee in advance. write up the transcript of the interview and present key findings to the class. By the end of Level 5: Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources They create a variety of sequenced texts for different purposes and audiences They make presentations for defined purposes using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives
F-6_English_Speaking_and_Listening_Indicative_Progress_Examples.docx