English Developmental Continuum P-10 – Speaking & Listening
English Continuum Home | Reading | Speaking & Listening | Writing
Speaking and listening
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 the Victorian Essential Learning Standards go to the VCAA site - http://vels.vcaa.vic.edu.au/
| Level | Standards and Progression Points | Indicator of Progress |
|---|---|---|
|
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example:
|
|
|
|
At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.
|
|
|
|
At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
|
|
|
|
At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
|
|
|
|
At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
|
|
|
|
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information presented. They listen to others and respond appropriately to what has been said.
|
|
|
|
At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
|
|
|
|
At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
|
|
|
|
At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
|
|
|
|
At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information. |
|
|
|
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
|
|
|
|
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
|
|
|
|
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
|
|
|
|
At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
|
||
|
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
|
||
|
At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
|
||
|
At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
|
||
|
At Level 5, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience. When listening to others, students ask clarifying questions and build on the ideas of others. They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses.
|
||
|
At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
|
|
|
|
At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
|
|
|
|
At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
|
|
|
|
At Level 6, students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue. In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations. They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
|