Speaking and Listening

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

Indicators of Progress in the Speaking and Listening domain are organised into four areas of knowledge.

  • Communicating Orally (Ability to Learn Oral Language) addresses the necessary skills and their prerequisites for the acquisition of oral language.
  • Purposes of Communication addresses the use of oral language within our social communications.
  • Conventions of Language addresses the rules governing the sounds, sentences and genres of oral language.
  • Ideas Communicated addresses the meanings of words, sentences, discourse and topics of language.

These areas of knowledge reflect the Language Support Program – Teaching and Learning for Students with a Language Disorder.

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

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

LevelAchievement 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:

  • identify onset and rime in one-syllable spoken words (ACELA1439 Phonemic awareness)
  • contribute ideas to discussions, selecting appropriate vocabulary, and accompanied by some appropriate non-verbal strategies, for example gesture and eye contact (ACELY1784 Listening and speaking interactions and ACELA1437 Vocabulary)
  • talk about stories and authors, choosing favourites and discussing feelings about what happens in stories (ACELA1429 Evaluative language and ACELT1783 Expressing preferences and evaluating texts)
  • replicate the rhythms and sound patterns in a range of stories, rhymes, songs or poems (ACELT1579 Language devices in literary texts)
  • deliver short oral presentations to peers (ACELY1647 Oral presentations)
  • ask simple questions in response to information presented by others (ACELY1646 Listening and speaking interactions)
  • sequence ideas appropriately when speaking to others in familiar contexts (ACELY1647 Oral presentations)

Speaking and Listening videos towards Foundation level These videos demonstrate student speaking and listening behaviours indicative of those AusVELS progression points at Level 0.5.

Foundation Level Achievement Standard

Students listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words.

Progression Point F.5

At Level F.5, a student progressing towards the standard at Level 1 may, for example:

  • use appropriate vocabulary to express feelings and emotions (ACELA1787 Evaluative language)
  • identify some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous (ACELT1581 How texts reflect the context of culture and situation in which they are created)
  • discuss how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) (ACELT1584 Features of literary texts)
  • consider how others might respond before expressing their views and how they might respond appropriately to others’ views (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)
  • take turns during group discussion (ACELY1656 and ACELY1788 Listening and speaking interactions and ACELA1445 Language for social interaction)
  • apply active listening behaviours to a range of conversations and discussions (ACELY1656 Listening and speaking interactions)
  • provide simple explanations about how to do or make something (ACELY1657 Oral presentations)

Level 1 Achievement Standard

Students listen to others when taking part in conversations using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics.

Speaking and Listening videos at Level 1 These videos demonstrate student speaking and listening 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:

  • use language appropriate to different social and classroom interactions (ACELA1461 Language for social interactions)
  • identify and use language for appreciating texts and the qualities of people and things (ACELA1462 Evaluative language)
  • discuss opinions about characters, events and/or settings in texts (ACELT1589 Personal responses to the ideas, characters and viewpoints in texts)
  • discuss how characters reflect the contexts in which they were created, for example a particular situation or culture (ACELT1587 How texts reflect the context of culture and situation in which they are created)
  • respond appropriately to others contributions, including selecting from positive statements and voicing disagreement (ACELY1666 and ACELY1789 Listening and speaking interactions)
  • create spoken texts, including selecting from more formal speech and specific vocabulary to match purpose (ACELY1667 Oral presentations)
  • modify tone and pace of speaking when communicating with others (ACELY1789 Listening and speaking interactions)

Level 2 Achievement Standard

Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. Students use a variety of strategies to engage in group and class discussions and make presentations.

Speaking and Listening videos at Level 2 These videos demonstrate student speaking and listening 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:

  • identify and use modal verbs, for example ‘must’, ‘might’,’ or ‘could’, to indicate, for example degrees of certainty, command or obligation (ACELA1477 Evaluative language)
  • discuss texts in which characters, events and settings are portrayed in different ways, identifying variations in the storyline (ACELT1594 How texts reflect the context of culture and situation in which they are created)
  • select and sequence key ideas and information in short presentations (ACELY1677 Oral presentations)
  • communicate in a clear, coherent manner in informal and classroom situations (ACELY1792 Listening and speaking interactions)
  • contribute relevant ideas to discussions and asking of questions to clarify meaning (ACELY1676 Listening and speaking interactions)
  • listen actively and take turns in small or large-group contexts (ACELY1792 Listening and speaking interactions)

Level 3 Achievement Standard

Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations:

Speaking and Listening videos at Level 3 These videos demonstrate student speaking and listening 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:

  • discuss a response to or point of view about the effect of literary techniques (ACELT1603 Personal responses to the ideas, characters and viewpoints in texts)
  • plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689 Oral presentations)
  • communicate relevant information and responses to questions when speaking to others in a range of familiar contexts (ACELY1688 Listening and speaking interactions)
  • use an increasing range of vocal effects, for example tone, pace, pitch and volume, to speak clearly and coherently (ACELY1688 Listening and speaking interactions)
  • listen attentively to spoken texts, for key points in order to interpret and share ideas and information, and carry out tasks (ACELY1687 Listening and speaking interactions)

Level 4 Achievement Standard

Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

Speaking and Listening videos at Level 4 These videos demonstrate student speaking and listening 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:

  • temper bare assertions by using, for example, distancing, recruiting anonymous support, indicating a general or specific source of opinion (ACELA1502 Evaluative language)
  • present a point of view about particular literary texts using metalanguage, for example simile, metaphor and personification (ACELT1609 Personal responses to the ideas, characters and viewpoints in texts)
  • sequence ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding (ACELY1700 Oral presentations)
  • ask relevant questions to clarify meaning of others’ presentations or contributions to discussions (ACELY1796 Listening and speaking interactions)
  • experiment with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding (ACELY1796)

Level 5 Achievement Standard

Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Speaking and Listening videos at Level 5 These videos demonstrate student speaking and listening 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:

  • use strategies and skills for interaction to match increasing formality (ACELA1516 Language for social interaction, ACELY1816 Listening and speaking interactions)
  • plan, rehearse and deliver of presentations for defined audiences and purposes, with attention to making choices for modality and emphasis (ACELY1710 Oral presentations)
  • use open or closed questions in discussions depending on the purpose (ACELY1709 Listening and speaking interactions)
  • experiment with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement (ACELY1816 Listening and speaking interactions)

Level 6 Achievement Standard

Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Speaking and Listening videos at Level 6 These videos demonstrate student speaking and listening 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:

  • investigate changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication (ACELT1528 Language variation and change)
  • identify and explain differences between ideas and points of view in texts (ACELT1619 How texts reflect the context of culture and situation in which they are created)
  • use multimodal elements to support meaning in presentations for a variety of purposes and audiences (ACELY1720 Oral presentations)
  • select voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement (ACELY1804 Listening and speaking interactions)

Level 7 Achievement Standard

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

Speaking and Listening videos at Level 7 These videos demonstrate student speaking and listening 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:

  • investigate borrowings from a range of languages into English, for example from French and Italian (ACELA1540 Language variation and change)
  • discuss the relative merits of literary texts and comparing and evaluating personal viewpoints on texts (ACELT1627 Personal responses to the ideas, characters and viewpoints in texts)
  • present ideas in particular ways to appeal to different audiences, using research to support the approach (ACELY1731 Oral presentations)
  • use a selection of rhetorical devices to persuade audiences; for example, irony, hyperbole, parody or understatement (ACELY1731 Oral presentations and ACELA1542 Evaluative language)
  • use evidence to support or challenge different perspectives (ACELY1730 Listening and speaking interactions)

Level 8 Achievement Standard

Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

Speaking and Listening videos at Level 8 These videos demonstrate student speaking and listening behaviours indicative of those AusVELS achievement standards at Level 8.

Progression Point 8.5

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

  • discuss differences in English usage over time (ACELA1550 Language variation and change)
  • discuss and analyse different responses to literature, comparing what is valued (ACELT1634 Expressing preference and evaluating texts)
  • plan, rehearse and deliver presentations that demonstrate an understanding of audience and purpose (ACELY1741 Oral presentations)
  • use a range of interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811 Listening and speaking interactions)
  • identify moral and ethical dimensions of issue/s represented in spoken texts, and analyse how these align or contradict with personal and others’ perspectives (ACELY1740)

Level 9 Achievement Standard

Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues, interpreting and integrating ideas from texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.

Speaking and Listening videos at Level 9 These videos demonstrate student speaking and listening behaviours indicative of those AusVELS achievement standards at Level 9.

Progression Point 9.5

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

  • analyse and evaluate how text structures and language features include, distance or marginalise others (ACELA1564 Language for social interactions)
  • justify a point of view based on close textual analysis to support an interpretation of a text (ACELT1640 Personal responses to the ideas, characters and viewpoints in texts)
  • plan, rehearse and deliver presentations to influence an audience to take a course of action (ACELY1751 Oral presentations)
  • select subject matter and language to position readers to accept representations of people, events, ideas and information (ACELY1750 Listening and speaking interactions)
  • select structures, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using for example, logic, imagery and rhetorical devices, to engage audiences (ACELY1813 Listening and speaking interactions)

Level 10 Achievement Standard

Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.

Speaking and Listening videos at Level 10 These videos demonstrate student speaking and listening behaviours indicative of those AusVELS achievement standards at Level 10.

Progression Point 10.5

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

  • articulate complex values, beliefs and assumptions, and that show an understanding of how choices about text structures and language features reflect the purpose
  • select and sequence appropriate content and multimodal elements to impact audiences in a variety of ways and achieve precision and stylistic effect
  • consolidate their own style by experimenting with language features, stylistic devices, text structures and images
  • analyse and evaluate how the choice of text structures, language features, images and vocabulary in others’ presentations are manipulated to achieve particular effects
  • contribute actively and insightfully to discussions with a range of groups, drawing on language features to articulate complex ideas, and select a broad range of strategies to engage with the ideas of others