Reading and Viewing

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

To view all information on AusVELS go to the AusVELS site. 

VCAA English Resources - contains support documents for implementing F - 10 Australian Curriculum English in Victoria (AusVELS).

Level Achievement Standards and
Examples of Progression Points
Indicator of Progress

Progression Point 0.5

At Level 0.5, a student progressing towards the standard at Foundation level may, for example:

  • explain the directionality of printed texts (ACELA1433 Concepts of print and screen)
  • describe how word order in sentences is important for meaning, for example 'The boy sat on the dog', 'The dog sat on the boy' (ACELA1435 Sentences and clause level grammar)
  • recognise the letters of the alphabet and identify lower and upper case (ACELA1440 Alphabet knowledge)
  • explain how print and images contribute to meaning in texts (ACELA1786 Visual language)
  • identify some characteristic features of literary texts, for example beginnings and endings of traditional texts, cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’ (ACELT1785 Features of literary texts)
  • retell the events in a text in sequence (ACELT1578 Features of literary texts)
  • monitor meaning when reading by selecting from a range of information sources and text features (ACELY1649 Reading processes)

Reading videos towards Foundation level These reading videos demonstrate student reading behaviours indicative of those AusVELS progression points at Level 0.5.

 

 

 

Foundation Level Achievement Standard

By the end of the Foundation level, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters.

Reading videos at Foundation level These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Foundation level.

Progression Point F.5

At Level F.5, a student progressing towards the standard at Level 1 may, for example:
  • identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451 Sentences and clause level grammar)
  • identify and distinguish all uppercase and lowercase letters in the alphabet (ACELA1458 Alphabet knowledge)
  • recognise common sound-letter correspondences (ACELA1458 Alphabet knowledge)
  • recognise and use common vowel blends, for example ‘ae’ in cake, and consonant blends, for example ‘tr’ in train (ACELA1458 Alphabet knowledge)
  • read and view supportive print and digital texts in a phrased and fluent manner, using a range of information sources and text features to develop and sustain meaning (ACELA1450 Concepts of print and screen and ACELY1659 Reading processes)
  • describe some differences between imaginative and informative texts (ACELY1658 Purpose and audience and ACELA1453 Visual language)
  • identify and describe words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELY1659 Reading processes and ACELA1452 Word level grammar)

Reading videos at Level F.5 These reading videos demonstrate student reading behaviours indicative of those AusVELS progression points at Level F.5.

Level 1 Achievement Standard

By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.

Reading videos at Level 1 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 1.

Progression Point 1.5

At Level 1.5, a student progressing towards the standard at Level 2 may, for example:

  • identify and explain the typical text structures of a range of text types, for example simple narratives, instructions and expositions (ACELA1463 Purpose, audience and structures of different types of texts)
  • identify nouns that represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract (ACELA1468 Word level grammar)
  • recognise a wide range of letter/sound correspondences including some silent letters, vowel/consonant diagraphs and less common sound-letter combinations (ACELA1474 Sound and letter knowledge)
  • identify sentences that contain more than one idea (ACELA1467 Sentence and clause level grammar)
  • discuss language used to describe characters and settings within and across texts and how these support meaning (ACELT1591 Features of literary texts)
  • use some comprehension strategies to build literal and inferred meaning, for example making connections between information in print and images or building on and using prior knowledge and vocabulary (ACELY1670 Comprehension strategies)
  • read less predictable texts in a phrased and fluent manner, using a range of information sources and text features to monitor meaning and self-correct (ACELY1669 Reading processes)
  • use punctuation to support phrasing and fluency when reading aloud, for example recognition of capital letters to signal proper nouns and commas to separate items in lists (ACELY1669 Reading processes)

Reading videos at Level 1.5 These reading videos demonstrate student reading behaviours indicative of those AusVELS progression points at Level 1.5.

Level 2 Achievement Standard

By the end of Level 2 students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content.

Reading videos at Level 2. These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 2.

Progression Point 2.5

At Level 2.5, a student progressing towards the standard at Level 3 may, for example:

  • become familiar with typical text structures and language features of various types of text, for example narratives, procedures, reports, reviews and expositions (ACELA1478 Purpose, audience and structures of different types of texts)
  • identify the effect on audiences of a selection of visual techniques (ACELA1483 Visual language)
  • develop criteria for establishing personal preferences for literature (ACELT1598 Expressing preferences and evaluating texts)
  • identify and discuss the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow (ACELT1599 Features of literary texts)
  • read and view an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679 Reading processes)
  • identify an author’s purpose for writing a text, for example, to entertain, to inform, to persuade, and evaluate how well the text achieved its purpose (ACELY1678 Purpose and audience)
  • use text features and search tools to locate information in written and digital texts efficiently (ACELY1680 Comprehension strategies)
  • make considered inferences taking into account, for example, topic knowledge or a person’s likely actions and feelings (ACELY1680 Comprehension strategies)
  • comprehend and evaluate texts by, for example, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic (ACELY1680 Comprehension strategies)

Level 3 Achievement Standard

By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

Reading videos at Level 3 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 3.

Progression Point 3.5

At Level 3.5, a student progressing towards the standard at Level 4 may, for example:

  • identify and explain how adverb group/phrases and prepositional phrases provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’ (ACELA1495 Word level grammar)
  • read and view different types of texts, identifying how they vary in either complexity and technicality, depending on either the approach to the topic, the purpose and the intended audience (ACELY1691 Reading processes and ACELA1490 Purpose, audience and structures of different types of texts)
  • identify and explain a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606 Language devices)
  • recognise how authors and illustrators choose techniques to hold a readers’ attention and elicit an emotional response (ACELT1605 Features of literary texts)
  • monitor meaning, for example by note-taking and recording of key information from a range of texts (ACELY1691 Reading processes)
  • build literal and inferred meaning to analyse and evaluate texts, for example make inferences about a persons’ motivations and intentions consider how this impacts on the audience (ACELY1692 Comprehension strategies)

Level 4 Achievement Standard

By the end of Level 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints.

Reading videos at Level 4 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 4.

Progression Point 4.5

At Level 4.5, a student progressing towards the standard at Level 5 may, for example:

  • identify the typical structures and language features of a range of text types for example narrative, procedure, exposition, explanation, discussion and informative (ACELA1504 Purpose, audience and structures of different types of texts)
  • describe how aspects of literary texts can convey information about cultural elements, such as beliefs, traditions and customs (ACELT1608 How texts reflect the context of culture and situation in which they are created)
  • identify and explain characteristic text structures and language features used in a range of imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701 Purpose and audience)
  • analyse, for example by making connections between ideas and information in and across texts to clarify understanding, and synthesise ideas and information from print and digital sources (ACELY1703 Comprehension strategies)

Level 5 Achievement Standard

By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

Reading videos at Level 5 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 5.

Progression Point 5.5

At Level 5.5, a student progressing towards the standard at Level 6 may, for example:

  • identify and explain how language choices are used to influence personal responses to texts, for example modality can be used to opened up degrees of possibility through the use of a selection of modal verbs, adverbs, adjectives and nouns (ACELT1615 Expressing preferences and evaluating texts)
  • analyse the similarities or differences in literary texts on similar topics, themes or plots, for example, the use of a first-person or third-person narrator (ACELT1614 Personal responses to the ideas, characters and viewpoints in texts)
  • compare the structures and features of different texts with a similar purpose (ACELY1711 Purpose and audience)
  • use a variety of comprehension strategies to interpret and analyse information and ideas; for example, reviewing, summarising, asking questions or predicting, (ACELY1713 Comprehension strategies)
  • identify and analyse strategies authors use language to influence the reader (ACELY1801 Analysing and evaluating texts)

Level 6 Achievement Standard

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 videos at Level 6 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 6.

Progression Point 6.5

At Level 6.5, a student progressing towards the standard at Level 7 may, for example:

  • 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)

Level 7 Achievement Standard

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 videos at Level 7 These reading videos demonstrate student reading behaviours indicative of those AusVELS achievement standards at Level 7.

Progression Point 7.5

At Level 7.5, a student progressing towards the standard at Level 8 may, for example:

  • analyse how vocabulary choices contribute to the specificity, abstraction and style of texts, including nominalisation (ACELA1547 Vocabulary)
  • identify a selection of examples, quotations and substantiation of claims used in paragraphs (ACELA1766 Text cohesion)
  • explain how tone, for example serious, bitter, sincere, amused, indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text (ACELT1630 Language devices in literary texts including figurative language)
  • compare attitudes and ideas in texts drawn from contexts that are different to students’ own (ACELT1626 How texts reflect the context of culture and situation in which they are created)
  • evaluate content by connecting and comparing information found in a text to knowledge sourced elsewhere (ACELY1734 Comprehension strategies)
  • compare representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience (ACELY1735 Analysing and evaluating)

Level 8 Achievement Standard

By the end of Level 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints.

Reading videos at Level 8

Literacy to Learn videos

These reading videos demonstrate student reading behaviours indicative of those in the range of AusVELS achievement standards and progression points from Level 8 to Level 10.5.

Progression Point 8.5

At Level 8.5, a student progressing towards the standard at Level 9 may, for example:

  • compare texts that use evaluative language in different ways and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways (ACELA1552 Evaluative language)
  • compare and contrast vocabulary choices across texts, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts (ACELA1561 Vocabulary)
  • identify a selection of language devices, for example extended metaphor, metonymy, allegory, icons, myths and symbolism, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways (ACELT1637 Language devices in literary texts including figurative language)
  • explore and analyse representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from the students’ own (ACELT1633 How texts reflect the context)
  • analyse and interpret assumptions that have shaped or influenced representations of people, places, events and things in texts (ACELY1742 Purpose and audience)
  • analyse and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in selected texts (ACELY1745 Analysing and evaluating texts)

Level 9 Achievement Standard

By the end of Level 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience.

Reading videos at Level 9

Literacy to Learn videos

These reading videos demonstrate student reading behaviours indicative of those in the range of AusVELS achievement standards and progression points from Level 8 to Level 10.5.

Progression Point 9.5

At Level 9.5, a student progressing towards the standard at Level 10 may, for example:

  • interpret texts by drawing on knowledge of the historical context in which texts were created (ACELA1565 Evaluative language)
  • evaluate the impact of different choices in the representation of still and moving images (ACELA1572 Visual language)
  • investigate the structure and language of similar text types presented in different media and how these are influenced by different technological affordances (ACELA1566 Purpose, audience and structures)
  • compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts, through language, structural and or visual choices (ACELT1639 How texts reflect the context of culture and situation in which they are created and ACELY1749 Texts and the contexts in which they are used)
  • identify and analyse implicit or explicit values, beliefs and assumptions in text and how these are influenced by purposes and likely audiences (ACELY1752 Purpose and audience)

Level 10 Achievement Standard

By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.

Reading videos at Level 10

Literacy to Learn videos

These reading videos demonstrate student reading behaviours indicative of those in the range of AusVELS achievement standards and progression points from Level 8 to Level 10.5.

Progression Point 10.5

At Level 10.5, a student progressing beyond the standard at Level 10 may, for example:

  • analyse and evaluate how a range of imaginative, persuasive and informative texts have used text structures and language features in innovative ways to achieve their purpose and impact on the audience
  • analyse and evaluate how the choice of text structures, language features, images and vocabulary contribute to the development of individual style, comparing authors with different styles
  • develop and justify interpretations of texts, selecting and analysing a range of evidence, from within and outside of the text, to support their claims
  • read and view a wide range of texts, including texts from unfamiliar contexts and styles, and which use a range of thematic and intertextual connections, selecting comprehension strategies appropriate to the text and the purpose for reading
  • analyse and evaluate how complex and unfamiliar values, beliefs and assumptions, are represented in texts through the use of text structures and language features