Language and Literacy Levels across the Australian Curriculum: EALD

Students

Levels 11 – 14

The Department for Education and Child Development requests attribution as: South Australian Department for Education and Child Development.

Composing
learning area
texts
Visuals in multimodal
texts
By the end of Year 8 students:
• plan, research and deliver
presentations on learning
area topics, sequencing
selected appropriate
multimodal elements for their
impact on the audience
• compose/ edit longer
sustained learning area texts
incorporating a wide range of
graphics
By the end of Year 10 students:
• plan, research and deliver
presentations on more
complex issues/learning area
topics, combining visual and
multimodal elements
creatively to present ideas &
information, support opinions,
engage & persuade audience
• compose & edit longer more
complex learning area texts
incorporating an extensive
range of graphics
Written texts
By the end of Year 8 students:
• compose and edit longer
sustained learning area texts
incorporating:
o researched and analysed
information
o complex language features
to explore topics & express
and support opinions
By the end of Year 10 students:
• compose & edit longer more
complex learning area texts
incorporating:
o researched and evaluated
information
o complex language features
to interpret and analyse
challenging and complex
issues
From: Australian Curriculum:
Literacy continuum
Levels 11-14
Level 11 (Year 7)
Appropriately incorporates visuals into
longer and more complex written and
multimodal texts with increasing
independence:
• draws labelled diagrams to represent
designs in an investigation
• includes relevant photographs and maps,
eg showing distribution of species, in a
descriptive report
• provides data in tables and graphs with
accompanying interpretations
• constructs a flow chart depicting a
complex process such as water
purification
• presents a television news item;
composes an advertisement or
commercial, including relevant still and
moving images with consideration of
camera angle and shot distance, often
drawing on stereotypes
Composes a wide range of organised,
longer, (300 – 450 words) increasingly
complex examples of genres, with some
confidence and appropriate to Year 7
Learning Area tasks (see Text knowledge:
Organisational structures). In these texts,
they:
• analyse and combine information from
more than one source
• include a less basic concluding paragraph
• draw on examples and evidence from
sources and texts to support their
opinions and begin to include
bibliographies where appropriate
• appropriately choose the structure and
feature of learning area texts according to
the purpose of the text
• demonstrate awareness of the audience
and attempt to engage and influence
through their language choices
Language and Literacy Levels across the Australian Curriculum: EALD students
Level 12 (Year 8)
Composes visual and multimodal texts
understanding their contribution to the
interpretation of ideas and information:
• composes a news report eg on school
vandalism, choosing visuals that
effectively reinforce the message
• produces a survival guide for students
new to the school as video clip and as a
pamphlet, including a map
• composes front page of local
newspaper with appropriate layout, eg
font, size and colour, including name of
paper, date, headlines, articles and
visuals
• constructs diagrams to represent
processes in explanations eg physical
and chemical weathering and erosion
or models of the digestive system
• incorporates diagrams to depict
experiment procedure and data in
tables and graphs with keys in
investigations
Constructs wide range of well staged,
longer, (300– 500 words) increasingly
complex examples of genres, appropriate
to Year 8 Learning Area tasks (see Text
knowledge: Organisational structures). In
these texts, they:
• analyse and combine researched
information from more than one source
to describe and explain topics as well
as to support their own opinions and
begin to use conventions for citing
others
• include more complex introduction and
topic sentences to clearly preview the
content of the whole text and the
paragraph respectively
• use more formal, abstract and technical
language to explore topics and issues,
and to express their own opinions
DECD December 2014
Level 13 (Year 9)
Composes multimodal texts understanding
the contribution of visuals and begins to
make design choices based on purpose and
audience:
• includes historical photo as evidence to
support argument in historical account
• composes complex timelines showing
events within a broader historical context
• creates a pod-cast or a social media page
as character from book or play
• writes a short dialogue for a television
show, with instructions for shot distance,
angles and distance between characters
• designs a website with menu and
hyperlinks, eg on the role of nutrition in
maintaining fitness
• makes appropriate choices of dot points,
font, size, layout, tables, maps and
images in digitally projected presentations
• composes book trailer, selecting effective
images and symbols to evoke mood and
represent characters, setting and themes
Constructs wide range of well staged, longer
(300– 550 words) and complex examples of
genres, appropriate to Year 9 Learning Area
tasks (see Text knowledge: Organisational
structures). In these texts, they:
• analyse and combine information from
more than one source, including
bibliographies and conventions for citing
others where appropriate, with some
accuracy
• construct detailed, well organized
introduction, which may be comprised of
two paragraphs, and topic sentences to
clearly preview the content of the whole
text and the paragraph
• construct longer concluding paragraphs,
where appropriate, by choosing skillfully
from the text
Level 14 (Year 10)
Composes visual and multimodal texts in
print and digital environments using a
range of design choices and visual tools
for the intended purpose and targeted
audience:
• uses well-chosen font, size, colour and
layout to enhance meaning and impact
• composes a book trailer, selecting
images to portray historical/cultural
context, exploiting and subverting
stereotypical image to create humour
and/or impact
• writes and presents a news item for
television and/or on a website choosing
images, shot distance and angles for
optimal engagement and effect
• produces texts appropriate for the
workplace
• composes detailed flow charts to
represent complex interactions in
factorial or consequential explanations
• constructs a cartoon to explain a
complex theory in a practical and
engaging way
Constructs wide range of well staged,
longer (400– 600 words), cohesive texts to
explore, interpret and analyse challenging
and complex issues appropriate to Year 10
Learning Area tasks (see Text knowledge:
Organisational structures). In these texts,
they:
• evaluate, synthesise and acknowledge
researched information from several
sources appropriately and accurately
• construct detailed, well organised
introduction and topic sentences to
capture attention of audience
• crafts detailed, well organised
concluding paragraphs to effectively
complete texts and affect the audience
2
 Language and Literacy Levels across the Australian Curriculum: EALD students
Text Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
knowledge
Procedure: composes texts on how to carry Procedure: composes texts on how to carry Procedure: continues to compose texts on Procedure: continues as for Levels 12 and
Organisational out a mathematical or scientific process, out a mathematical/scientific process, using how to carry out a process, using passive 13
structures of typically as part of a macro-genre passive voice, typically part of macro-genre voice, typically part of a macro-genre Procedural Recount/Simple Investigation:
learning area texts Procedural Recount/Simple Investigation: Procedural Recount/Simple Investigation: Procedural Recount/Simple Investigation: continues to compose mathematical and
begins to independently compose independently composes mathematical and composes mathematical and scientific scientific investigations, including for
mathematical and scientific investigations, scientific investigations, based on provided investigations, including for example, an example, an introduction, aim, hypothesis,
Note: the texts
based on provided headings and instructions headings for each stage, including for introduction, aim, hypothesis, method, method, results, analysis of results,
described here could for each stage, including for example, an example, an introduction, aim, hypothesis, results, analysis of results, and conclusion conclusion and an evaluation with diagrams,
be oral, written or introduction, aim, hypothesis, method, method using passive voice, results, analysis with diagrams, charts and graphs and begins charts and graphs
multimodal. results, discussion/analysis of results and of results and conclusion to include an evaluation Biographical and Historical Recount:
In addition, many conclusion Biographical and Historical Recount: Biographical and Historical Recount: composes detailed, longer texts that
student texts at this Biographical and Historical Recount: composes detailed, longer texts that recount continues to compose detailed, longer texts reflectively recount events from a particular
level are macro composes more detailed, longer texts that a series of events from a particular personal that recount a series of events from a personal or cultural perspective and
genres, which could be recount a series of events accompanied by or cultural perspective accompanied by particular personal or cultural perspective comments on the significance of the events
chart or graph with some summative visuals with some summative commentary with visuals and some summative Narrative: composes texts where
comprised of a
commentary and/or reflection and evaluation and/or reflection and evaluation commentary and/or reflection and evaluation characterisation emerges through
combination of one or Narrative: composes texts where Narrative: composes longer narrative using Narrative: composes longer narrative using descriptions, actions, speech, thought and
more of the genres characterisation emerges through variations with confidence eg incorporates variations with greater confidence eg begins feeling; begins to use optional stages of
described here. descriptions, actions, speech, thought and complication and orientation in first stage; with final resolution and continues as a reflection, evaluation and flashback
feeling; begins to use optional stages of and/or composes effective short stories, flashback; and/or composes effective short Poetry and dialogue: confidently
By the end of Year 8 reflection, evaluation and flashback creating intrigue and suspense stories, creating a sense of drama composes texts incorporating appropriate
students: Poetry and dialogue: constructs descriptive Poetry and dialogue: begins to construct Poetry and dialogue: constructs literary examples of culturally specific resources
• use wide knowledge texts relying less on modelled texts texts that evoke emotions and/or portray a forms incorporating culturally specific such as humour and satire
of the structure and Descriptive/Comparative and Classifying cultural or historical perspective resources such as humour and satire Descriptive/Comparative and Classifying
features of learning Report: composes longer, more complex Descriptive/Comparative and Classifying Descriptive/Comparative and Classifying Report: continues as for Levels 12 and 13
area texts to examples, with control of paragraphs, Report: continues to compose longer, Report: continues to compose longer, Explanation: confidently constructs longer,
comprehend and including an introductory paragraph and complex examples, with control of complex examples, with appropriate more detailed causal, factorial and
compose texts, using incorporating sources and visuals eg maps, paragraphs, including an introductory questions or noun groups as sub-headings consequential explanations with effective
creative adaptations photos and labeled diagrams paragraph and incorporating multi-sources and effectively incorporating multi-sources use of paragraphing; begins to compose
of text structures and Explanation: composes explanations which and visuals eg maps, photos and labelled and visuals eg maps, photos, diagrams theoretical explanations using models and
conventions for citing are increasingly causal, with illustrations; diagrams Explanation: constructs causal and diagrams; composes accounts from a
others and relying heavily on model texts, begins to Explanation: composes causal explanations consequential explanations with increasingly particular personal or cultural perspective
compose consequential explanations with effective links to illustrations; and more written text; begins to compose Exposition (Argument, Discussion or
By the end of Year 10 composes consequential explanations accounts which provide more than one Debate): may vary structure such as
students: Exposition (Argument or Discussion): drawing on models and writing frameworks explanation as to the causes of events beginning with a description of an imagined
• use comprehensive composes more complex introduction and Exposition (Argument or Discussion): Exposition (Argument, Discussion or scenario as a dramatic introduction;
knowledge of the less basic concluding paragraph, using topic composes longer texts with various stages Debate): composes longer, sustained texts, evidence-based arguments; conclusions that
structure and features sentences to sustain longer arguments and eg a description supporting an argument or well supported with evidence and basic synthesise points of argument to arrive at a
of learning area texts discussions, analysing and combining discussion with more than basic evidence explanations, with longer concluding new perspective; able to speak or write from
to comprehend and information from more than one source and longer concluding paragraph that paragraphs that reinforce writer position by the viewpoint of others eg critique a policy
compose complex reinforces writer position by choosing well choosing skillfully from the text from another’s perspective
texts in innovative Response/Review/Source Analysis: from the new information in the text Response/Review/Source Analysis: Response/Review/Source Analysis:
ways, using composes personal responses, reviews of Response/Review/Source Analysis: composes History source analyses, reviews constructs range of responses to texts that
conventions for citing texts and History source analyses using a composes personal responses, reviews of and creative, interpretive responses to contain challenging issues; synthesises
others clear structure through a developed aesthetic works and History source analyses aesthetic works, such as trailers, creating information from multiple sources to create
introduction, topic sentences and a using a clear structure through a developed pod-casts or social media pages as a own interpretation and insight; makes
From: The Australian conclusion; begins to use evidence from the introduction, topic sentences and a character that portray the cultural and reference to and draws comparisons with
Curriculum: Literacy text/source to support a point of view, conclusion; uses evidence from the historical context; begins to compose other relevant texts; analyses accuracy of
continuum across stages of
schooling
interpretation and/or illustrate a literary/film text/source to support an interpretation comparative text analyses, such as interpretations, identifies bias and prejudice
technique and/or illustrate a literary/film technique comparing themes in a book and a poem and offers alternative readings to a text

Levels 11-14 DECD December 2014 3


Text knowledge Level 11 (Year 7)
Chooses a wide range of features and visual
Text cohesion devices to set up the structure and
• Foregrounding organisation of a text and guide readers,
o text and paragraph avoiding repetitiveness:
openers, including • uses headings/sub-headings in a report
headings, sub- • writes developed introductory paragraphs
headings and text and topic sentences that help reader
connectives predict what is to come
o sentence openers • uses a small range of alternatives to text
including using connectives to organise formal oral and
passive voice to written texts: chooses One of the main
change the focus of reasons instead of ‘Firstly’; My second
the sentence reason instead of ‘Secondly’; To sum up;
Due to all the evidence previously stated
instead of ‘In conclusion’
By the end of Year 8 • uses more text connectives to make
students: logical connections between paragraphs
• use knowledge of and sentences: Therefore, For example,
word functions to For instance, To add to that
make connections in Chooses a range of sentence starting points
text to orient the reader and give prominence to
the message of the text, using:
By the end of Year 10 • descriptive foregrounded phrases and
students: subordinate clauses in a range of genre
• use knowledge of how o time: As I set my line in the deep blue
the cohesion in texts space; When foxes have chosen a
is improved by territory, they …; Right from the first
strengthening the scene where I saw Miss Honey, I …
internal structure, for o place: From the East to the West
example, using o cause: Because your singing and
paragraphs and composing style is …; Due to the
providing examples, foxes amazing ability to adapt, Since
quotations and foxes and dogs are so closely related
substantiation of o contingency: With enough begging
claims and pleading; Despite this; Instead of
camels; Although it is all of those
From: The Australian
Curriculum: Literacy
things, it …
continuum across stages of o angle: As stated in the novel; In my
schooling opinion
• passive voice: Too much money is being
spent, rather than ‘People are spending
too much …; The first results that were
achieved, rather than ‘We achieved …’
• foregrounded generalised/abstract noun
groups in reports, explanations and
arguments: Trade along the Silk Road
began, rather than ‘People traded …’; A
scribe’s equipment included …, rather
than ‘Scribes used …’
Levels 11-14
Language and Literacy Levels across the Australian Curriculum: EALD students
Level 12 (Year 8)
Chooses wide range of language features
and visual devices to set up the structure
and organisation of a text, guiding readers,
avoiding repetitiveness and beginning to
organise the text with optimal effect:
• composes more complex introduction and
topic sentences appropriately to clearly
predict the content of the whole text and
the paragraph respectively
• uses a wider range of alternatives to text
connectives in formal oral/written texts:
o instead of ‘Firstly, Secondly’ chooses
One reason; The first event ;The next
instance; The last event
o rhetorical questions in arguments,
particularly oral debates
• chooses appropriately from the range of
text connectives to make logical
connections between paragraphs and
sentences: In addition; Overall; Indeed
Chooses a range of sentence starting points
to orient the reader, and organise the flow of
information using:
• more complex foregrounded phrases and
subordinate clauses
o time: During a scene that is focused
on a good character; After changing
the two fractions into twelfths and then
trwnty-fourths; When adding heat
energy to a chemical reaction
o place: In a physical change
o means: By using eco-tourism and
raising awareness about the reef’s
protection; With more tourists
o comparison: In contrast to the lengthy
ship and mast
o cause: Due to mining; Because we
had some difficulties; Because of this
o contingency: Even though this is true;
If I was a peasant;
o angle: As a modern day person
reading about Viking raiders, I …
• uses passive voice to foreground issues
and abstractions: The damage of these
habitats needs to be looked at …, rather
than ‘The government needs to look at …’
• foregrounded abstract noun groups in
factual genres: The loss of habitats has
…; The safety of the workers is
DECD December 2014
Level 13 (Year 9)
Chooses a wide range of language and
visual devices to set up the structure and
organise text, to optimally guide the reader:
• uses noun groups or rhetorical questions
as heading and sub-headings
• composes detailed, well-organised
introductions, which may be two
paragraphs, and topic sentences in a
range of genres to clearly preview content
of whole text and paragraph respectively
• uses a wide range of alternatives to text
connectives to organise formal texts:
o chooses: The main argument; One of
the major events of the war; One
important piece of evidence;
• begins to include less common examples
of text connectives to make logical
connections between paragraphs and
sentences: Subsequently; Consequently;
To conclude; Yet; Though; Nevertheless
Chooses a small range of sentence starting
points typical of more written texts:
• a small range of more complex
foregrounded phrases and clauses
o time: After 2 hours of swimming in
fierce waters; After about a month of
the natives’ aggression building up
o place: From the moment that Bob
Cratchit is employed;
o comparison: Instead of pain and
sadness
o cause: Based on this part of New
Holland’s plant restrictions and the
fact that we could find no fresh water
o angle: Being a Franciscan priest and
living in this church for all my holy life
• continues to use passive voice for
appropriate and effective foregounding
• foregrounded abstract noun groups in
factual genres: The arrival of the First
Fleet had lasting effects on … versus
‘After the First Fleet arrived …
• begins to manipulate what to foreground
appropriately, which may require a shift of
phrases or text connectives from the front:
The British, therefore, came …; Books, on
the other hand, are …; This setting,
however, can …
Level 14 (Year 10)
Chooses from extensive range of language
and visual devices to set up structure and
organise complex texts with optimal effect:
• composes detailed and well-organised
introductions and topic sentences in a
wide range of texts that not only clearly
predict content of whole text and the
paragraph respectively but also capture
the attention of the reader/listener/viewer
• composes detailed, well-organised
concluding paragraphs that achieve their
purpose at a high level
• uses a full range of alternatives to text
connectives to organise formal oral and
written texts: The primary argument for an
increase is …; One of the features of …;
The most significant feature of …; The
first step to determining …
• includes less common examples of text
connectives: In fact; Subsequently; Thus;
Moreover; Furthermore; Additionally
Chooses a wider range of sentence starting
points typical of highly written texts:
• a wider range of more complex
foregrounded phrases and clauses
o time: As your awareness widens;
During the experimental process
o place: Against this background
o means: By following The Law of
Conservation of Energy;
o cause: Because of the law of
conservation of energy
o contingency: Without the inspiring
leaders of the World Cup campaign,
such as …; Despite the fact that there
is a lot of information in these pages
• foregrounded abstractions within longer
noun groups: The terrain of the Kokoda
Track within this film; The variable that will
be purposely manipulated in this
experiment; The evidence shown in both
the photos below;
• foregrounded abstractions in reference to
people: Craig Johnston’s aspirations;
Elizabeth and Georgiana’s attachment
• manipulates by shifting elements from the
front to foreground appropriately and
strategically: Dr X, on the other hand,
thinks …; The question is, therefore, …
4
 Language and Literacy Levels across the Australian Curriculum: EALD students

Text Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
knowledge
Text cohesion Begins to use (1 or 2 instances, which may Uses reference items (2 or 3 instances used Uses effectively reference items in longer Uses the range of reference items
(cont) be appropriate/effective) reference items in appropriately) in longer factual genres to factual genres to strengthen the internal strategically to compact and carry forward
longer factual genres to strengthen the strengthen the internal structure of structure of paragraphs as ideas from one previously mentioned ideas: The language
• Reference (pronouns, internal structure of paragraphs as ideas paragraphs as ideas from one sentence are sentence are picked up and carried forward used in this chapter …; A particularly apt
demonstratives and from one sentence are picked up and carried picked up and carried forward to elaborate to elaborate and show logical connections to example …; Such word usage …; We
substitution) forward to elaborate and show logical and show logical connections to new ideas new ideas and to develop explanations and followed this procedure with every piece
connections to new ideas and to develop and to develop explanations and arguments arguments: Some carbon atoms are where ‘this procedure’ refers back to 7 steps
By the end of Year 8 arguments using: using: different. They contain 8 neutrons. These outlined in the 3 previous sentences.; These
students: • this and that: Ned committed a number • this and that: Mining is bad because it are called Carbon -14 and are radioactive. differences referring back to the previous
• use knowledge of of villainous crimes. Despite this, he digs up the earth and destroys animals’ This means they can decay and form into paragraphs which stated two characters are
word functions to also …; People often claim that he was habitats. This is happening …; When it different atoms. This decay can be …; They different and exemplified how
make connections in very protective of his family. To add to was put into water that was hot, the would not exercise … may develop diabetes
text that …; Traders built shrines and particles were moving faster. This 2 or become obese. These 3 factors can
temples to practice their own faith. This made the … cause; Our hunters came running back to
By the end of Year 10 was important because … • abstract terms within a noun group: It is our tribe camp telling me that they had seen
students: • common abstract terms within a noun a very dangerous job. Rocks could ghosts … This encounter …
• use knowledge of how group: ... more advanced with collapse … Some people don’t take
the cohesion in texts computers, truck, cars, ships and this matter seriously; Also in Source 2
is improved by planes …; This technology; These it has a picture that shows what would
strengthening the techniques; Ned ran down and saved happen to people if thy had sinned.
internal structure, for him. He received a stash for this act; These tortures included…
example, using There are different interpretations …
paragraphs and One is … Another idea is … Begins to use reference items to offer an
providing examples, interpretation of a previous statement, series
quotations and of statements: Uses reference items to offer an
substantiation of • this and that: Their water for crops is interpretation of a previous statement, series
claims becoming polluted. This means …; The of statements: … until the visits of the spirits.
school has been closed until there is a These visits enabled …; The histogram is
From: The Australian full investigation. This is a problem skewed to the left side. This is evident
Curriculum: Literacy because…; …their colour is healthy, because …; Scrooge shows that he cannot
continuum across stages of happy and bright. This shows … love even those who are the most lovable
schooling and loving … His inability to love … was
the reason …

Levels 11-14 DECD December 2014 5

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Sentence Constructs a wide variety of complex Constructs well-formed complex sentences Constructs well-formed complex sentences Constructs well-formed complex sentences,
Structures sentences using: using: and begins to manipulate clauses and manipulating clauses and sentence
• Complex • an extensive range of subordinating • an extensive range of subordinating sentence structures for precision and effect structures for precision and effect with
o Subordinating (binding) conjunctions appropriately and (binding) conjunctions appropriately and using: greater use of:
(binding) accurately most of the time (except for, accurately: since; ever since; as if; like; • a full range of subordinating (binding) • multiple dependent clauses: This bullying
conjunctions whilst) while; as though; though; except that; conjunctions: for (meaning because); occurs when students wearing less stylish
o Relative clauses • non-finite clauses • non-finite clauses with accuracy: whereas; rather than; wherever; whenever or fashionable clothing are singled out and
o Non-finite o with greater accuracy: The sun etches o as subordinate clause: It would be • non-finite clauses with accuracy: excluded because their families cannot
clauses closer to the horizon, reflecting the different, depending who you were; o as subordinate clause: Using the afford to buy them trendy clothes.
• Simple sea; Being a scribe, I collected all Count Olaf has been found disguised bionic eye, blind people …; We are a • interrupting phrases and clauses with:
(sophisticated and the taxes; They mark their territory, as a teacher; He was found at 10 am poor family, struggling to survive; I o circumstances: This implies that Mr
dense) using a scent gland; Foxes answer this morning, having kidnapped two am in the lower deck of the ship, Bennett, with the departure of his
this by digging holes and putting of the school’s students; When it enclosed by sea of peopleThe two favourite daughters, is …; Mrs
the uneaten food in the hole to has contact with oxygen, it rusts, median was worked out by arranging Bennett, who, despite her granted
By the end of Year 8 come back to later; The fox is very turning red …; she said in a friendly all the digits in numerical order and wishes of opportune marriages for
students: adaptable, being able to live way, sounding as if she genuinely finding the middle number. her daughters, remains nervous and
• control a range of everywhere from a forest to a city wanted to help o to express interpretation, comment or silly; don’t just abandon your dog
simple, compound o some inaccuracies when adding a o begins to use to express interpretation cause: They came and killed more of where, out of fear or hunger, it will
and complex further clause: Islam became known /comment or cause: Evil characters our elder men, forcing us to flee; attack children and other dogs!
sentence structures to other populations, beginning new generally have dark and dull lighting There were at least fifty of us mining o clauses with subordinating
to record, explain, ways of life and gave (sic = giving) around them, adding a sense of for gold in the same small area of the conjunctions: The language used in
questions, argue, people a sense of identity scariness and fear; the Spanish stream, causing a lot of competition this chapter – as was imperative to
describe and link o beginning to use non-finite clause as defeated them, causing many to die; to find the most gold Jane Austen – was indicative of the
ideas, evidence and participant/subject: Giving to o as participant/subject: Seeing a ship • complex relative clause appropriately and feelings and personalities of the
conclusions someone much less fortunate than carrying a dragon head on the prow accurately most of the time: There is only people involved
yourself is a much better way to • relative clauses accurately most of the one person, whom I can lean on when o non-finite clauses: Kitty, taken away
By the end of Year 10 spend you money time and uses them to add a comment or I’m standing in troubled waters; The from the influence of Lydia and into
students: • more relative pronouns used accurately: make causal connection: we kept the cups land was not for sale, which, in my view, that of Jane and Elizabeth, becomes
• control a range of o to elaborate: There were a mysterious off the cold metal bench, which was a means that they do not own it and it is greatly improved in mind and manner
simple, compound people called Sea Peoples, who good way to control extra heat loss; England’s land now; We attempted to o relative clauses: Mary, who remained
and complex destroyed Mycenae; She is a very Water spinning around in the limestone buy the land with our currency, with food at home, became …
sentence structures attractive person, who is enjoyable takes off little bits, which makes a and clothes among other luxuries, all of • begins to compose sophisticated, dense
to convey complex to be around smooth surfaced pool; The manager which were declined simple sentences with nominalisations
ideas, build and o may begin to use to add a comment didn’t do one of his calculations right, • begins to compose sophisticated, dense and expanded noun groups built around a
support arguments, or make causal connection: The Kelly which resulted in his incorrect claim simple sentences with non-finite clauses relating verb (process): One of the
and change gang provoked a confrontation with • varies length and may use fragments for as participant/subject: To have school features of this chapter is the
emphasis the police, which resulted in officers effect in narratives: Everyone is so quiet. uniform as a compulsory part of a development of certain characters; The
shot dead; It was built on a rocky The woman sitting across from me is school’s identity is …; Unifying the graph shows the number of Australian
From: The Australian mountaintop, which would have wearing a black beret and seems to be races was …; Being in Australia casualties as a result of fighting against
Curriculum: Literacy made it easier to defend fixed on looking at something on the floor. provided the Japanese and the Germans in World
continuum across stages of I try talking to her but no response. War II
schooling Nothing.

Levels 11-14 DECD December 2014 6

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Punctuation Uses with growing control, commas to Uses appropriately and consistently commas Begins to use colons and semicolons in Uses colons, semicolons and dashes
support meaning in complex sentences: to support meaning in complex sentences: expositions and other extended writing to appropriately most of the time in the most
• Basic punctuation • most of the time: • after foregrounded subordinate clauses improve precision and clarity of expression: basic cases:
o commas after o after foregrounded subordinate • to mark phrases, text connectives and • a colon: • a colon before a list of dot points or quote
text connectives (dependent) clauses: Although these clauses and to indicate pauses o before a list of dot points: There are • a semicolon to separate two closely
• Beyond basic: were grave goods, this tells us that • most of the time: three types of plate boundaries: related statements: Mr Bingley is also
o commas after … o around interrupting clauses and  Transform boundaries … seen to grow as a character; for the first
foregrounded o to mark phrases, text connectives and phrases: A major point that may  Divergent boundaries … time the reader sees his temper being
phrases and clauses and indicate pauses: In suggest that tourists are good for the  Convergent boundaries … driven to the edge
clauses to 468BC, however, troops captured reef, even if there aren’t a lot still o to separate a subtitle: Diary Entry 3: • a dash:
indicate pausing Mycenae, killed the inhabitants and visiting, is that without tourists there The Arrival o to add a comment, explanation or
and with direct …; With enough begging and would be no need for the Green Island o before a quote: She said: ‘It was …’ A reiteration: another child and her small
speech pleading, parents will eventually …, or resort doctor commented on the state of dog were attacked by a dog
o quotation marks they will just buy it; We collected all o before a subordinate non-finite clause: Manchester city: ‘Whole streets …’ wandering the streets – no owner in
to indicate the taxes, made sure everybody the Spanish defeated them, causing • a semicolon to separate two closely sight and no registration tag on the
speech, quotes followed the law, wrote legal many to die related statements: Most of my dog; I write to urge all dog owners to
and other documents … and more. • sometimes for relative clauses (those that measurements are below the average for be responsible – register and secure
elements such • sometimes are not qualifiers within a noun group, but Australian students in year nine; my their dogs; our genome is all our
as a title or o around an interrupting clause: All of add non-essential information or comment height is 159cm whereas the average genetic information – all of our genes
name the palaces in southern Greece were as an aside): It looks as though it has height for an Australian student is 164.7 o before and after an aside: the chapter
o brackets, burned, including Mycenae, around passed through many hands, which could have been longer – something
dashes, colons the same time money does. Jane Austen does not seem to shy
and semicolons o before a subordinate non-finite clause: from – in order to avoid …
The sun etches closer to the horizon, Uses a small range of punctuation devices
Note: The Australian reflecting the sea; beyond the basic:
Curriculum: Literacy
continuum across stages of • rarely for relative clauses (those that are • quotation marks
schooling does not include not qualifiers within a noun group, but add o for technical or subject specific words:
reference to punctuation. non-essential information or comment as ‘artifacts’; ‘oral testimony’
The information included an aside): Gravity comes from the centre o when defining or referring to a word:
here corresponds to The of the earth, which … The name ‘smallpox’ is from the Latin
Australian Curriculum: word for ‘spotted’.
English Begins to use a small range of punctuation • brackets to include additional information/
devices beyond the basic: comment: Once it is in the flame, the steel
• quotation marks for highlighted words and wool catches fire (this is a chemical
words used with ironic emphasis: This change).
helped show that Miss Honey was the
‘goodie’ and Ms Trunchbull was the
‘baddie’; He used a technique called
‘public relations exercise’.
• slashes to indicate alternatives: This
poem/ballad is about …

Levels 11-14 DECD December 2014 7

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Words and word Uses a wide range of vocabulary to express Uses an extensive range of vocabulary to Uses an extensive range of vocabulary to Continues to use an extensive range of
groups shades of meaning, beginning to include express delicate shades of meaning, for express complex, technical and abstract vocabulary to express complex, technical
• Verbs and verb possibility and probability, for processes. processes, including possibility/probability, meanings. and abstract meanings.
groups/phrases • doing: Reinforce all four edges; Attach • doing: They will not hesitate; Scar • abstract doing and happening: Historians • abstract doing and happening: deals with
o representing string; Our aim was achieved; The sun betrayed his family; students had to be have to put forward arguments; the tide matters; provide information; served the
different processes etches closer; This could harm our pets; evacuated; we could utilise these funds; seemed to ease; a Federation did not purpose; sought reconciliation; his legacy
(doing, sensing, Communities could experience different animals would have to relocate; mining actually unify Australia; he makes sure extended beyond …; by manipulating
saying, relating) ways of life; We are still exchanging could potentially contaminate; they to provide enough rations; they have the variables; raises points; energy has
o subject/verb goods; Vapour cools and forms clouds; were forced to seek out new places been forced to undergo an eight month been conserved; Australia was isolating
agreement We store water but we still need to purify • saying: … I whisper; … exclaimed Jess; voyage; people began to flood in; Is the itself; your awareness widens; applied
it; Troops captured Mycenae the author has described him as …; a school uniform hindering you expressing more strength; exhibit great courage;
By the end of Year 8 • saying: The results show that …; The major point that may suggest that … your individuality; he passed away encountered a few problems; facing
students: Hittites also mention the Sea Peoples; • sensing: I selected the novel; I realised I • saying: it is often debated; It is realities; could eliminate the possibility;
• recognise and use This tells us that …; People often claim couldn’t remember; Eliza reminds me of suggested; Sergeant John Wilder overcoming her fear; conveyed the joy;
aspects of language that …; Some state otherwise Count Olaf; they discovered that …; we recalled …; a doctor commented; we tower over her; to pursue happiness; she
to suggest • sensing: People could enjoy new goods; can appreciate the reef; you have have been instructed to; I can’t help but does not seem to shy from it;
possibility, listeners wouldn’t forget; I believe; I still mistaken me; I can’t help but believe … scream; the lad recounted … • saying: I urge all dog owners to …;
probability, remember • relating: the character seems friendly; the • sensing: people tend to think; the man refused to communicate; Ellie chants to
obligation and • relating: Bushrangers are known to be keep would consist of many floors; doubts that …; I was expecting to … herself; I wasn’t complaining; Darwin
conditionality lawbreakers; Children appear to be These tortures included… I chose grey to • relating: they contain 8 neutrons; his proposed that …; Frank Farina
having the time of their lives; Foxes represent gloom; which maybe means story relates to the poem; it involves commented on it
By the end of Year 10 belong to the same family; It is there was a quick end; expensive machinery; we appear to be; • sensing: he is reflecting on it; I can
students: considered a pest; o greater range of causal: jobs are the campaign is regarded as important; it almost make out the faint outline; it
• develop higher o causal: They were affected by created; concerns about tourist’s indicates that …; it is considered a valid disappoints us; courage is
order concepts in drought; This could mean animals affect on the reef arose, this allows measure; they are now acknowledged as acknowledging your fear
academic texts will be endangered; It all helped parents to have time; his wrong the founders the battle is perceived as a • relating: he defines it as; religion is
through language show …; Technology lets us calculations resulted in his incorrect defining moment closely linked to happiness; she remains
features that communicate claim; a 2 metre hull ensured that … o extensive range of causal: choices nervous; this continues to influence
compact and Begin to express abstract doings and that result in …; conditions caused players; This implies that …; it illustrates
generalise ideas, for happenings metaphorically: we can …; the campaign led to …; the the accuracy
example using document it; they are always plotting Industrial Revolution affected …; o a range expressing both cause and
nominalisation, against others; they disturb the wildlife; the advance in farm technology forced modality: knowing of the
technical and throne is restored; children may be many people off the land; this consequences that may have
abstract vocabulary exposed to …; as a result of being enabled …; that allowed …; The war followed; This might cause too many
From: The Australian deprived of … gave rise to … nutrients
Curriculum: Literacy
continuum

• Subject/verb Demonstrates greater control of subject-verb agreement although may make occasional
agreement errors with more complex agreements:
• after ‘there’, where verb needs to agree with a longer noun group that follows: There has
(sic = have) been several dangerous events over the past years
• noun groups with qualifiers: All of the weapons that the Spanish used was (sic = were)
made of iron; their water for crops are (sic = is) becoming polluted
Demonstrates control of subject–verb agreement although may make very occasional errors
with more complex agreements:
• when there may be confusion as to which noun should be agreed with: The number of
assaults have (sic = has, agreeing with number) increased over time

Levels 11-14 DECD December 2014 8

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
• Adverbs, adverb Uses a wide range of circumstances to Begins to use more complex circumstances Uses more complex circumstances with Uses an extensive range of circumstances
groups/phrases and provide important details and perspectives with expanded noun groups and/or using expanded noun groups and/or using more to express abstract and technical
prepositional phrases of events including: more precise and technical vocabulary: precise and technical vocabulary: meanings, with expanded noun groups,
to express the • place: from the centre of the Earth; from • place: outside a house with perfectly cut • place, including abstract space: outwards nominalisation and cultural metaphor
circumstances a tomb in Mycenae; across the entire flowers and lime green grass; on the prow of our position; on the edges of the • place, including abstract space: in rock
surrounding world; on every continent except Asia of the ship; 30 cm above the bunsen continental plates; in the stem and leaf formations and ocean sediments; in the
happenings and states o may begin to use circumstances of burner plot; at a parliamentary committee; in a tissues of living and dead organisms; at
o place abstract space: in this poem o abstract space: into our communities sea of people; in small cottage industries the pinnacle of international competition;
o time • time: for many years to come; • time: over the course of 5 years; for long • time: Prior to the Industrial Revolution; below poverty level
o accompaniment throughout his whole life; in Mycenaean periods every day; during Early Medieval during the 252 day journey of the First • time: at regular intervals; throughout the
o manner times; during the Persian Wars, right Times; during a scene that is focused on a Fleet; After about a month of the natives’ course of the experiment; upon finishing
o cause from the first scene good character aggression building up; in the time when • accompaniment: with torrential rain
o matter • accompaniment: with computers, trucks, • accompaniment: with the decline in we most need you; never in my existence • manner:
o role cars ships and planes; instead of tourists; along with those treasures • accompaniment: with the Factory Acts of o quality: appropriately; at an
o angle camels • manner: 1802 and 1819 accelerated rate; according to the
o contingency • manner: o means: cover with a thin layer of • manner: Geneva Convention; extravagantly;
o quality: in very military styled growing medium o quality: wirelessly; in numerical order; in the same proportion; in a manner
By the end of Year 8 clothes; almost completely; safely; o comparison: in contrast to the lengthy behaviourally and socially; officially that expresses a laidback approach
students: closely; more quickly; impulsively ship and mast o means: with natural methods such as o means: through techniques such as
• recognise and use o means: communicates through • cause: for our economy and the Great windmills; with more force repetition, comparisons and the
aspects of language barks and yelps; shown through Barrier Reef itself; because of the o comparison: instead of pain and style of clever social commentary
to suggest possibility, both her appearance and her pollution of the water; due to lack of sadness used so well by Jane Austen
probability, obligation personality; surrounded by walls healthiness of water; for extra protection • cause: as a result of the Industrial o comparison: like a leaf falls off a
and conditionality made of stone against waves and sea spray Revolution; because of convection current tree in the middle of autumn; as
By the end of Year 10 o comparison: like a mix between a • role: as a world heritage site and a natural in the mantle; from lack of food and opposed to the more commonly
students: dog and a cat wonder of the world; as a teacher in hygiene and proper ventilation; for the used term
• develop higher order • cause: for the sake of the song; due to Prufrock Preparatory School; as a greater good of everyone; due to unsafe • cause: for his efforts in promoting the
concepts in academic the fox’s amazing ability to adapt ‘loathsome, horrible and evil man’ and unhygienic areas on the ship; from sport; because of their personalities and
texts through • matter: (This poem is) about an • angle: as a modern day person reading the deadly disease of dysentery; for our where and how they were brought up;
language features orphan’s life back in the 1930’s about Viking raiders, I know I see them … annual camping trip at a beach camping for guidance; out of fear and hunger
that compact and • role: as an introduced species • contingency: with more tourists; without ground near the Gold Coast • role: as small gas particles; as prisoners
generalise ideas, for • angle: from their perspective; in my tourists • role: As Romeo’s confidante and a priest; of war of the Japanese; under the
example using opinion; to the people of the time as part of Federation Celebrations in NSW banner of Australia
nominalisation, • begins to use contingency to express • angle: from the information in the sources • angle: According to my results; in the
technical and abstract conditionality: with enough begging and provided; to some historians eyes of Australians
vocabulary pleading Note: May begin to use a wide range of • contingency: except for the weather • contingency: Despite these useful
circumstances of manner (quality) to express conditions aspects shown in the film; with some
From: The Australian
Curriculum: Literacy emotions, judgements and evaluation, urging on Elizabeth’s part
continuum particularly in narratives, as in ‘Expressing
opinion and point of view.’ Note: Uses wide range of circumstances of May use cultural metaphor for effect: we
manner (quality) to express emotions, are never going to settle down in a
judgements and evaluation in narratives etc. cottage on a hill with our one true love
as in ‘Expressing opinion and point of view.’ forever

Levels 11-14 DECD December 2014 9

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Words and word Uses expanded noun groups to express Begins to use more complex noun groups Uses more complex noun groups built Composes expanded noun groups with
groups (cont) shades of meaning and more specialised built around a nominalisation and/or using around nominalisation and/or using more nominalisation to express abstract and
knowledge: more precise and technical vocabulary: precise and technical vocabulary: technical meanings:
• Nouns and noun • key nouns (things): event; harvests; • key nouns (things): ores and minerals; • key nouns (things): allies; campaign; • key nouns (things): foliage; advocate;
groups/ phrases supplies; techniques; features; hull; prow; ecosystem; incident residence; authority; civilization; traits; ambassador; departure; pursuit;
suspense; scene; society; invasion; • greater use of classifiers: archeological compressions; variables; reforms imprisonment; expats; origins; setback
By the end of Year 8 evidence; citizen; evidence; oral testimony; domestic • greater use of classifiers: alluvial gold; • multiple classifiers: geographically
students: • combining and contrasting describers: a animals; a primary source; chemical nomadic people; bionic eye; isolated populations; the commercial
• recognise and use very calm, peaceful and reaction; medieval times; digestive greenhouse gas; auditory and sight cut flower preservative; a responsible
aspects of language understanding person; bright but soft enzymes; sediment layer; mining reflexes; cottage industry; endocrine pet ownership course
to suggest possibility, lighting industry; natural underground systems; system; nervous system; law and order • qualifiers using a more complex
probability, obligation • classifiers: legal documents; scent camera angles system; physical representation; visual prepositional phrase with
and conditionality gland; native pea plant; drinking water • qualifiers using a longer prepositional representation nominalisation: the main causes of the
supplies; warrior class; family comedy phrase: the loss of vegetation and • qualifiers using longer (embedded) Bay’s poor water quality and aquatic
By the end of Year 10 movie; low angle shots natural habitat; contamination of the relative clause: the common view that habitat loss
students: • qualifiers using a longer prepositional underground coal and water system; a Botany Bay was simply chosen as a • qualifiers using longer (embedded)
• develop higher order phrase: swords like the one in Figure business like the Green Island Resort place to dump convicts; the data that relative clause: several years of
concepts in academic 2; records of harvests and food tours; a positive effect on our economic best represents the height variable in campaigning to try and make it into
texts through supplies an orphan’s life back in the position our class; the people who do not the world’s best tournament; two of
language features 1930’s • qualifiers using longer (embedded) display good behaviour or refuse to do the main protagonists that have
that compact and • qualifiers using (embedded) relative relative clause, which may ellipse words: work; a group of electrodes which send matured and developed throughout
generalise ideas, for clause, which may ellipse words: the an artefact (that was) used in the time electrical signals to the brain the book; moments in time that prove
example using children (who are) watching the period being studied; a loose soil that • multiple qualifiers including a to us that life is worth living
nominalisation, advertisement at home; the money didn’t compact, get soggy or crust over nominalisation: access to the flax and • multiple qualifiers with nominalisation
technical and abstract (which) they are spending; a native and allowed water to moisten the soil timber on Norfolk Island; the first effect of dredging on the nitrogen and
vocabulary pea plant that is poison to foxes easily; children who have attended day European sighting of the eastern coast phosphorous cycles; the living
• beginning to use multiple qualifiers: an care before they start school; parts of Australia; the landing of Captain conditions of the Australian soldiers
From: The Australian invasion of Greeks from the North where tourists have littered or harmed Cook in Botany Bay a re-enactment of during the war against Japan; the
Curriculum: Literacy called the Dorians; a mysterious coral and animals the landing of Captain Cook in Botany portrayal of the limited supplies that
continuum across stages of
people called the Sea People who • multiple qualifiers: healers who could Bay; signs of aggression towards our the Australian soldiers had
schooling
destroyed Mycenae stop the spread of disease brought by presence; the number of cities with a
the European invaders; the raised lumps population of more than 20,000 in
• Nominalisation
Uses a growing range of nominalisations that spread over the faces and bodies England and Wales; the benefits of Uses cultural metaphor: the building
with grammatical accuracy to: of sufferers; threats of explosions that using child labour in the cotton blocks of all cells; a base for future
• begin to shift from a focus on people are very dangerous to the miners factories successes on the world stage
and things to one of abstraction: their
main diet Uses with accuracy a greater range of Uses with accuracy nominalisations: Uses nominalisations with accuracy:
• summarise complex processes: filtration nominalisations expressing cause: impact; • an extensive range expressing cause: • wide range of abstract and technical:
evaporation, air resistance; precipitation effects; result; causes; reason reason; benefit; consequences; result; approach; aspects; condition; evidence;
• compact information and make effects; impact; outcome influence; techniques; variables; usage;
connections between ideas in text: The • a range expressing thinking and saying: motivation; accuracy; achievements
fox is very adaptable … This is not the conversation; theory; debate; view; idea; • wide range expressing thinking and
only clever adaptation; People traded voice; notion saying: afterthought; commentary;
silk … Trade … awareness

Levels 11-14 DECD December 2014 10

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Expressing opinion Uses a wide range of evaluative language Uses an extensive range of evaluative Continues to appropriately use an extensive Appropriately and effectively chooses
and point of view appropriately in a range of genres to language appropriately and begins to use range of evaluative language, including from an extensive range of evaluative
express: nominalisation to express: some nominalisation and/or cultural language including a greater range of
• Evaluative • feelings and emotions: the despairing • feelings and emotions: sends shivers up metaphor, moving to less emphasis on nominalisation and/or cultural metaphor,
language: life of an orphan; heavy crying; she my spine; tears start streaming down feelings and more on judgement and with less emphasis on feelings and more
(expressing feelings didn’t look nervous; she looked calm; his face; his eyes are flashing from side appreciation: on judgment and appreciation:
and emotions; the butterflies in my stomach; my to side; a hopeful tone in his voice; • feelings and emotions: scream in agony; • feelings and emotions: a shiver of
judgement of people; anxiety; the real thrill gloom, sadness and self-pity; unease; a strong sense of pride and belonging; hope runs down my spine; lack of
evaluation of things • judgements of people (characters): a calm, reassurance and safety; he miss them dearly; relieved; regrets; regret; the joy (or lack thereof);
and varying the very attractive person who is feared that …; felt terror; felt inspired confusion; exhaustion; frustration; unbearable pain; a sense of
intensity) enjoyable to be around; an and thrilled; petrified; joy; screamed at horrified; terror; terrifying; signs of satisfaction and delight; a feeling of
accomplished person; a very calm, the top of his lungs; thoughts dash aggression; speechless national pride; paranoia; overrun by
By the end of Year 8 peaceful and understanding person; through my head • judgements of people (characters): racist; fear; pulled myself together; felt at
students: an awful, mean and aggressive person • judgements of people (characters): greed; bravery; never generous; home; flood of panic; her fear is
• use language to who hates children nothing but a nuisance; very intelligent; cannot love even those who are most paralysing; his temper being driven
evaluate an object, • appreciation of things: bright but soft never purposely hurt anyone; loveable and loving; compassionate; to the edge; in the heat of the
action or text, and lighting; look quite unique; not the only sympathetically; better socialized; more inability to love; hardened criminals; moment
language that is clever adaption foxes have; the Silk independent; great ship building skills; aggressively; lazily; left to rot; were not • judgements of people (characters):
designed to persuade Road was very valuable; war was fought with all their might; never show willing to take it lying down; travel down logical; irresponsible; responsible;
the reader/viewer important in the life of the mercy or forgiveness; politely; the same road, never learning from our dangerous guerillas; not like a
Mycenaenas lovingly; her eyes lit up like the sun lesson coward; her patience and kindness;
By the end of Year 10 • varied intensity: an actual battle; I can rising for a brand new day • appreciation of things: poor quality/fertile placid; it was shameful to surrender;
students: faintly distinguish; relatively long; • appreciation of things: the most soil; thriving community; well-illustrated popularity; courageously; self-
• use language that much-loved poems; heavy cryinga advanced technology around; terrible and humorous shows; practical and sacrificial; quick to jump to
indirectly expresses downright villain; completely different destruction; significant milestones; use long-lasting; up-to-date as well as conclusions
opinions and continent it for constructive purposes; the most interesting; information is reliable; not • appreciation of things: valid science;
constructs efficient oven; it made this movie such a skewed; defining moment; picturesque; accuracy; concise and deals with
representations of top interest; how gloomy their lives valid measurement; strategic benefit; matters quickly and efficiently; blunt
people events, and were; the test is fair; the fastest, swiftest dominant sea power; not accurate or and to the point; like an afterthought;
consider expressed and fiercest ships; it was more reliable; unsanitary and unhygienic light-hearted and satirical; too
and implied successful/ unsuccessful; the figures conditions; its usefulness outweighs the ambitious for them; an unusual and
judgements would be more convincing; harm; in troubled waters; dumping unwanted growth; biased; great detail;
• varied intensity: every spare cent; 100% ground; turning point; many facts excluded; vital point; key
From: The Australian truth; fairly similar; every single bone in • varied intensity: affected us greatly; pure thing; best suited; essential; a house-
Curriculum: Literacy your body; largely made up of; mainly love; true individuality; dreadfully sick; a hold name; a landmark event;
continuum across stages of
schooling
right; the exact same amount; properly dramatic decrease; expensive in the • varied intensity: absolutely horrendous;
trained short term; cheaper in the long term; she is practically my sister; could
stretched to the limits; heavy casualties barely walk; matured dramatically;
(referring to injuries and deaths) completely fulfilling and satisfying one
Begins to use expressions of personal hundred percent of the time; slightly
comment: of course; it is obvious that …; Uses expressions of personal comment: Continues to use expressions of personal bereft of emotion; cut him off entirely
but actually, foxes …; a picture of soldiers thankfully; Indeed; it could actually do a comment: Basically, it was just …; it was
actually carrying the swords shown in lot, the film is clearly …; people aren’t simply chosen as …; more importantly; it Continues to use expressions of personal
Source 2; parents will eventually buy the exactly sure is certainly considerably cheaper comment: But the thing is …; Let’s face
children exactly what they want; they it; surprisingly; On a better note, …; It’s
could in fact be spent on … not surprising that …

Levels 11-14 DECD December 2014 11

 Language and Literacy Levels across the Australian Curriculum: EALD students

Grammar Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
Knowledge
Expresses modality with a greater range of Expresses modality with a greater range of Chooses and combines a wider range of Chooses and combines an extensive
Expressing opinion language resources beyond modal verbs language resources accurately and complex language expressing modality range of complex language, including
and point of view accurately in most contexts appropriately in most contexts: accurately and appropriately in most contexts: beginning to use nominalisation, to
• adverbs: Ms Trunchball is definitely the • adverbs: they are certainly more most people tend to think; I knew my express modality accurately and
• Modality bad person; it isn’t likely that …; the independent; possibly build up decision could change my life; it always appropriately in most contexts: If this
• Expresses opinion most commonly seen bird; people • processes: it seemed to happen; it seems quicker; they seem to be mostly fact was included in the film, then
directly and often claim …; foxes usually hunt at tended to be drier occurring perhaps it would’ve been more
indirectly night; the most frequently recorded • adjectives: it wasn’t common; the most accurate as it would have clearly
outcome likely reason portrayed …; there is the possibility
By the end of Year 8 • processes: I knew that she was a • nouns: the score with highest frequency; that the chapter could have been longer
students: ‘goodie’; children appear to be having there is no need; felt an urge to explore – something that Jane Austen does not
• use language to the time of their lives Begins to combine elements: mining should seem to shy from
evaluate an object, • adjectives: a typical bushranger; a definitely be banned; we might never
action or text, and definite lawbreaker; it could be equally know for sure; they can’t possibly get Appropriately expresses opinion in most
language that is likely; made sure everybody followed enough; there perhaps might not be a contexts using a wide range of
designed to persuade the law suitable place; it could potentially resources:
the reader/viewer • nouns: different interpretations about contaminate the water • directly (subjectively) using a wide
…; the option of charity range of resources
By the end of Year 10 • indirectly (more objectively):
students: Uses a narrow range of ways to Uses appropriately a small range of Uses a range of resources to appropriately o defer to specific sources and
• use language that appropriately express opinion in, for resources to express opinion in, for example, express opinion in most contexts: experts: … questioned by the
indirectly expresses example, arguments, discussions and arguments, discussions and source analysis: • directly (subjectively): German media, with one
opinions and source analysis: • directly (subjectively): o identifying self as opinion holder: which, newspaper saying …; a Brazilian
constructs • directly (subjectively): o identifying self as opinion holder: I in my view, means that … ambassador said …; Les
representations of o identifying self as opinion holder: In see them as …;I find this one hard to • indirectly (more objectively): Murray, SBS Football analyst,
people events, and my opinion, I believe that …; believe; I feel that …; I disagree … o including other generalised and more said …; Socceroo Frank Farina
consider expressed • indirectly (more objectively), for example • indirectly (more objectively): expert voices: Historians have put commented on …; Johnny
and implied in a factual recount, by: o attributing opinions to other forward different arguments …; other Warren, a former player and
judgements o attributing opinions to other generalised and/or ‘group’ voices: historians think that … advocate for football, talks of …;
generalised groups: people say …; there are some who argue …; o deferring to specific sources and Dr X, who is a fertility expert,
From: The Australian others argue Aboriginals and conservationalists experts: Edward Baines argued that has disagreed.
Curriculum: Literacy …; The following letter, which was o through language choices that
o deferring to sources: As stated in rated the economic value quite poorly
continuum across stages of sent to a journalist shows this: A indirectly express opinion or infer
schooling …; Source 2 shows … This tells o deferring to sources and research: the
us that war was important in their results show; According to Source doctor commented …; as shown in judgement: This aspect is
life 4; In Source 5 it mentions that the photo below; The historian, impressively presented; It was
o through language choices that o through language choices that Geoffrey Blainey questioned …; crucial …; it is indeed very
indirectly express opinion or infer indirectly express opinion or infer Geoffrey Blainey’s view is that … useful; One of the most
judgement: It is obvious that … judgement: they are certainly more o through language choices that indirectly courageous characters …; The
Due to all the evidence previously independent; the children can’t express opinion or infer judgement: It is most significant feature of this
stated, it is clear that … possibly get enough individual evident that …; it is apparent that … chapter; A particularly apt
attention; The film is clearly … • using modality to show openness to other example of Austen’s satire; often
• begins to use modality to show openness opinions/views: His book suggested the backed by evidence: This film
to other opinions/views: It is thought that British really wanted access to the flax and clearly shows the accuracy …;
… timber on Norfolk Island; in Turkey, the battle This is also evident in the
is perceived as a defining moment; characters …
earthquakes and volcanoes seem to occur… • using modality to show openness to
other opinions/views: Austen does
not seem to …; One of the multiple
theories is …
Levels 11-14 DECD December 2014 12
 Language and Literacy Levels across the Australian Curriculum: EALD students

Word Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
knowledge
Understanding Continues to use a growing range of topic Uses a wide range of specialist and topic Uses an extensive range of new specialist Uses subject-specific vocabulary to
learning area and subject-specific vocabulary from a vocabulary to contribute to the specificity, and topic vocabulary to contribute to the express abstract concepts and/or refines
vocabulary range of learning areas, to construct authority and abstraction of texts: specificity, authority and abstraction of texts: vocabulary choices to discriminate
specialised fields: • English: stimulus; classic; camera angles; • English: documentary; animated; social between shades of meaning:
By end of Year 8 students: • English: imagery; poem; ballad; scene; opening scene; dull lighting; appropriate media; trailer; multimodal • English: tone/theme of the novel;
• use a wide range of suspense; comedy; director; lighting; shot types; animation; series • History: parliamentary committee; imagery; protagonists; Regency era
new specialist and shot • History: archaeological evidence; campaign; re-enactment; industrial language; social satire; social
topic vocabulary to • History: trade route; scribe; historians; navigation; beliefs and revolution; merchants; land ownership; commentary; evokes (vs gives/creates a
contribute to the hieroglyphics; pharaoh; papyrus; customs; plunder; medieval times; allies; revolted; passed the Factory Act feeling of) fear and paranoia; keeps the
specificity, authority source; society; culture primary source; artefact; oral testimony • Maths: grouped numerical data; reader engaged (vs interested); the
and abstraction of • Maths: co-interior and alternate angles; • Maths: statistical measure; tally; range; histogram; outlier; pronumerals; interval; wave thrashes over my head. I claw at
texts isosceles; scalene; equilateral; mode; median; mean score; gradient stem and leaf plot; hypotenuse; adjacent; the surface but the wave pounds me
trapezium • Science: absorption; sediment; digestive simple interest; angle of depression; angle back to its depths; the book
By end of Year 10 • Science: vapour; precipitation; enzymes; mucus layer; oesophagus; HCL; of elevation entails/deals with (vs is about/covers)
students: evaporation; filtration; distillation; air seed germination; growing mediums; • Science: continental plates; convection • History: troops were pulled out; a
• use subject-specific resistance chemical reaction; particles; beakers; currents; folding and faulting; a subduction landmark event; terrain (vs land/field);
vocabulary to express • Geography: livability; proximity; bunsen burner; potential energy; kinetic zone; periodic table; carbon compounds; troops were posted to …; expats, who
abstract concepts, commercial; industry; services energy oxidation; bases; alkalis; reactants; are people who orginate (vs come/have
and refine vocabulary • Geography: high density residential land solvents; peripheral nervous system; migrated) from a different country, but
choices to use; recreational land use; tidal water; endocrine system live abroad (vs overseas)
discriminate between erosion; deposition; conservationists • Geography: biomass; climatic conditions; • Maths: parabola; hyperbola;
shades of meaning overgrazing; water harvesting; cultivation; exponential; congruent triangles;
primary production; manufacturing; tangent; it shows no correct logic (vs it
From: The Australian distribution; domestic consumption; ethical doesn’t make sense); the same number
Curriculum: Literacy practices; exploitation of depletion each time (vs the same
continuum across stages of number of losses each time)
schooling Uses the varied specialist and everyday Uses appropriately the various specific and Continues to use appropriately the various • Science: atomic mass; electrons;
meanings of a range of common words: specialist meanings of a range of common subject-specific and specialist meanings of a protons; neutrons; genome; pipette; the
separation – my parents are going words: range of common words: law of conservation of energy; friction;
through a separation; separation is the range – they have a good range of products; compound – don’t compound the problem; natural selection; primitive fossil; tissue;
process of removing pure substances from range is the difference between the highest compound sentence; compound interest; organism; foliage (vs leaves);
mixtures and lowest scores; the explorers discovered carbon compound manipulating (vs changing) the
scene – don’t make a scene; one of the a pass through the ranges bimodal – In mathematics: the mode of a variables; preliminary trials (vs first
scenes in the movie; the photo shows a mode – what’s your mode of transport?; set of data is the number occurring most experiments)
real battle scene mode is the score with the highest frequently. If two numbers occur most • Geography: riparian vegetation; run-off;
frequency; the film-maker used a number of frequently, then this is a bimodal data set. sediment; cross-section of the river;
modes to get her message across In English, the mode refers to how a pollutants; algal growth; loss of aquatic
medium – I’ll have a medium size; the aim message is being conveyed, for example, habitat; biodiversity; life expectancy;
of the experiment was to find which is the orally, in writing, through visual images. A sanitation; infastructure (vs roads,
best growing medium for oat seed picture book is bimodal since it makes schools and hospitals); leaching of
germination; the artist uses several meaning through visuals and written text. nutrients (vs loss of nutrients); health
mediums in his work expenditure (vs money spent on health)

Levels 11-14 DECD December 2014 13

 Language and Literacy Levels across the Australian Curriculum: EALD students

Word Level 11 (Year 7) Level 12 (Year 8) Level 13 (Year 9) Level 14 (Year 10)
knowledge
Spelling Spells correctly: Spell most words correctly, and applies their Continues to spell most words correctly, and Uses knowledge of a wide range of
• multi-syllabic words ending in: understanding of spelling to spell specialist applies their understanding of spelling to English spelling conventions to spell
By end of Year 8 students: o ible/able: terrible; enjoyable; topic words: spell specialist topic words: unusual and technical words accurately on
• spell specialist topic adaptable • multi-syllable words: historians; artefact; • multi-syllable words: multimodal; re- almost all occasions
words and use o ence/ance: evidence; appearance; inhabitants; testimony; statistical; gradient; enactment; industrial; revolution; adjacent; • multi-syllable words: imagery;
knowledge of word resistance; instance; absorption; sediment; potential; kinetic; parliamentary; committee; numerical; protagonists; commentary; exponential;
origins, base words, o ful/fully: successful; carefully, digestive; germination; particles; continental; subduction; periodic; congruent
prefixes and suffixed o al: personally; typical sustainability oxidation; reactants; peripheral; • difficult subject and topic specific words:
and unusual letter o ty: society; identity; ability; • homophones: source/sauce unhygienic; auditory and words originating from other
combinations to spell community • difficult subject and topic specific words: • homophones: principal/principle; languages: terrain; parabola; hyperbola;
correctly o ous/ious: horrendous; numerous; medieval; enzymes; mucus; allies; hyena; affect/effect; presents/presence neutrons; genome; pipette
obvious; continuous Polynesians; Rapa Nui; Aztecs; mortgage • difficult subject and topic specific words:
By end of Year 10 • difficult homophones: practice/practise and words originating from other
students: • difficult subject-specific words and languages: campaign; hypotenuse;
• use knowledge of a words with Greek and Latin roots: alkalis; endocrine; Dardanelles; Gallipoli;
wide range of English rhombus; isosceles; equilateral; massacre; dysentery; cholera; alluvial
spelling conventions metaphor; source; species; techniques;
to spell unusual and hypothesis
technical words
correctly and to
deduce the meanings May use spelling creatively for particular effects, for example for characterisation and to represent accents and styles of speech in narratives or for humour or effect in advertising
of unfamiliar words
and spell unknown
words

From: The Australian

Curriculum: Literacy
continuum across stages of
schooling

Levels 11-14 DECD December 2014 14