Literacy Professional Learning Resource – Key Concepts

English home | Literacy Resource home | Overview | Assessment | Key Concepts | Teaching Strategies

Key concepts: VELS 1 & 2 | VELS 3 | VELS 4 | VELS 5 & 6

VELS level 5 & 6 – Victorian Essential Learning Standards English and Communications domain

The English domain of the Victorian Essential Learning Standards consists of three dimensions:

• Reading
• Writing
• Speaking and listening

• English standards level 5
• English standards level 6
• Introduction to the English domain
• English learning focus level 5
• English learning focus level 6

The Communication domain of the Victorian Essential Learning Standards consists of two dimensions:

• Listening, viewing and responding
• Presenting

• Communication standards level 5
• Communication standards level 6
• Introduction to the Communication domain
• Communication learning focus level 5
• Communication learning focus level 6

English standards level 5

Reading

At Level 5, students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues. They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations. They produce personal responses, for example, interpretive pieces and character profiles. They infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts.

Writing

At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

Speaking and listening

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.

English standardslevel 6

Reading

At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped by the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.

Writing

At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, webpages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity.

Speaking and listening

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.

Introduction to the English domain

In the English domain, texts and language constitute the central and essential concepts. The concept of texts focuses equally on creating and analysing texts, understanding and interpreting texts, and moving beyond interpretation to reflection and critical analysis. The concept of language includes the use of language and the development of linguistic competence, and the development of knowledge about language.

Students learn to appreciate, enjoy and use language and develop a sense of its richness and its power to evoke feelings, to form and convey ideas, to inform, to discuss, to persuade, to entertain and to argue.

The English domain is centred on the conscious and deliberate study of language in the variety of texts and contexts in which it is spoken, read, viewed and written. It is concerned with a wide range of written and spoken texts in print and electronic forms including literary texts such as novels, short stories, poetry, plays and non-fiction; film and other multimodal texts; media texts; information, commercial and workplace texts; everyday texts; and personal writing.

The study of English involves students in reading, viewing, listening to, writing, creating, comparing, researching and talking about a range of text types from the simple to the complex, from texts dealing with concrete and straightforward information to those dealing with increasingly complex and abstract issues and ideas. English teachers encourage students to explore the meaning of texts and how meaning is conveyed. They introduce critical approaches to the ideas and thinking contained in texts and support students in the development of critical understanding about the ways writers and speakers control language to influence their listeners, readers and viewers.

Students develop an understanding of the way purpose, audience and situation influence the structures and features of language and learn to apply their knowledge in their reading, writing, viewing, speaking and listening. They come to understand that different kinds of texts are appropriate for different occasions and learn to appreciate the variety of English usage in different times and places. They also learn about the ways language shapes and reflects attitudes in different times and places. Students are provided with opportunities to use language effectively in a range of contexts from informal to formal.

Students learn terminology or metalanguage to describe and discuss particular structures and features of language produced in a variety of contexts. They learn to control language by applying their understanding of the grammatical structures of Standard Australian English, by learning to spell accurately and use punctuation effectively, as well as by imitating good writers and speakers.

Understanding texts and recognising how language works within them is necessary for success at school and beyond for an active, informed and fulfilling life in modern Australian society and the global community. By understanding and working with texts, students acquire the knowledge, skills and personal qualities that enable them to read, view and listen critically and to think, speak and write clearly and confidently.

English learning focus level 5

As students work towards the achievement of Level 5 standards in English, they consolidate and expand their knowledge and understanding of a range of texts and appreciate how to use formal language to construct texts for school purposes, and for purposes relevant to their lives beyond school.

Students begin to respond in more detached and critical ways to a wide range of print, visual, electronic and multimodal texts that explore familiar and more challenging themes and issues. They include literary texts such as novels, short stories, plays and poetry, and informative and persuasive texts including everyday texts and media texts. Students discuss texts analytically and develop confidence in the use of metalanguage to describe and discuss particular structures and features of language. They explore the power of language and the ways it can influence roles and relationships and represent ideas, information and concepts. They learn that texts can be created for multiple purposes.

Students read and interpret texts that present some challenging issues. They compare texts that explore similar themes and ideas, and recognise that writers can express views and values other than their own. They develop a critical understanding about the ways that writers and producers of texts try to position readers to accept particular views of people, characters, events, ideas and information. They discuss the ways in which persuasive texts present opinions and evidence, justify positions and persuade.

Students learn to use formal language to construct spoken and written texts for a range of purposes and audiences. They extend their knowledge of the structure of a variety of text forms (such as narratives, transactions, reports, procedures, explanations and persuasive texts) and practise writing expressively and in detail about challenging ideas and information. They continue to adjust their writing in response to purpose, context, and audience needs. They improve the accuracy and readability of their writing through the use of appropriate spelling and punctuation, and the control of tenses, subject-verb agreement and noun-pronoun agreement. They continue to develop their planning, drafting, editing and proofreading skills, using computer technology to organise, format, revise and present their texts.

Students work cooperatively in discussion groups, using talk to explore and analyse challenging themes and issues. They develop their skills in identifying main issues in a topic, providing supporting detail and evidence for opinions, asking relevant clarifying questions and building on the ideas of others. They apply their knowledge of spoken texts and oral language to experiment with techniques to influence audiences, including vocabulary, rhythm, intonation, timing, pausing, body language and facial expression. They examine how situational and sociocultural factors affect audience responses and the impact of different text and sentence structures on readers and viewers. They explore ways of using multimodal texts to enhance visual and verbal communication.

 

Englishlearning focus level 6

As students work towards the achievement of Level 6 standards in English, they produce, study and respond critically to spoken, written, and visual texts created for a wide range of audiences and purposes. Their focus is on a close examination of the critical and sociocultural dimensions of language, and they learn to be critical and independent users of texts and language appropriate to situations in school, in their daily lives and in the workplace.

Students read and respond to a range of classic, contemporary and popular texts, including literary texts such as novels, short stories, plays and poetry; informative and persuasive texts including everyday texts; media texts and workplace texts. They develop a critical understanding of the contemporary mass media and the difference between different media texts, such as current affairs, news articles, features, editorials, documentaries and reviews. They explore and interpret different perspectives on complex issues, analysing how different texts are likely to be interpreted by different groups. They develop a critical understanding of the contextual factors involved in the construction and interpretation of texts, including the role of audience in shaping meaning. They extend their use of metalanguage to encompass explicit discussion of the style and tone of a text.

Students use writing to explore different perspectives on complex and challenging issues. They develop their skills in writing appropriately and effectively in a range of text types for a variety of purposes and audiences. They practise writing expressively about thoughts, feelings, opinions and ideas, and constructing considered arguments to persuade others to share a point of view. Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.

Students listen to and are provided with opportunities to produce a range of spoken texts in a variety of formal and informal situations characterised by complexity of purpose, and subject matter. They critically examine the variety of ways in which spoken language influences audiences and, in their own presentations, experiment with a range of persuasive techniques.

In spoken, written and multimodal texts students apply their skills to planning and developing formal arguments about complex issues, and use evidence systematically to justify points of view and develop logical conclusions. They make increasingly effective use of a range of word-processing and editing software to produce texts that incorporate digital still images, digital audio and video, and print.

 

Communication standards level 5

Listening, viewing and responding

At Level 5, students modify their verbal and non-verbal responses to suit particular audiences. They interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised language and symbols as appropriate to the contexts in which they are working. They consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

Presenting

At Level 5, students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills.

 

Communication standards level 6

Listening, viewing and responding

At Level 6, students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication. When listening, viewing and responding, they consider alternative views, recognise multiple possible interpretations and respond with insight. They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms. Students use pertinent questions to explore, clarify and elaborate complex meaning.

Presenting

At Level 6, students demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate. They use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information. They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.

 

Introduction to the Communication domain

Communication is central to the capacity to construct meaning and to convey information and understanding to others in a range of ways and in a variety of settings. Successful communication requires students to be familiar with the forms, language and conventions used in different contexts and employ them to communicate effectively.

The Communication domain focuses on developing students who communicate clearly and confidently in a range of contexts both within and beyond school. It aims to assist students to develop awareness that language and discourse differ across the curriculum and that there is a need to learn literacies involved in each subject they undertake. To communicate successfully students need to develop the knowledge, skills and behaviours that empower them to respond to, make meaning of, and deconstruct a range of communication forms. They also need to develop the knowledge, skills and behaviours to effectively present information, ideas and opinions in a range of forms, including verbal, written, graphic, multimedia and performance, appropriate to their context, purpose and audience.

 

Communication learning focus level 5

As students work towards the achievement of Level 5 standards in Communication, they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages. They reflect on how the explicit body language of a speaker influences their enjoyment and understanding of a presentation, and practise modifying their own body language to show interest and respect when listening to a speaker.

Students respond to a wide variety of aural, written and visual media; for example film, radio, the Internet, billboards, multimedia, and text messages. They explore both implicit and explicit meaning, how the author has structured and presented ideas, and whether they have used specialised language or symbols to communicate their message. Students share the meaning they have constructed with others and discuss any differences. They continue to challenge assumptions, use questions to clarify understanding, and justify their own interpretations while acknowledging that others may have different interpretations. They reflect on and evaluate the effectiveness of a variety of media in communicating a similar message, considering accuracy, inclusiveness and the techniques used to shape audience response.

Students expand their knowledge of specialised language used across the curriculum to communicate specific meanings and gain practice in using specific forms of communication; for example, practical reports in Science or fieldwork reports in Geography.

Students regularly present information, ideas and opinions for a variety of purposes, to a range of audiences, in both formal and informal settings. They focus on identifying the key messages they wish to communicate and structuring their ideas logically and coherently. They experiment with a range of presentation forms and seek feedback from their audience as to the effectiveness of their communication. Students work together to develop criteria which can be used to evaluate presentations.

 

Communication learning focus level 6

As students work towards the achievement of Level 5 standards in Communication, they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages. They reflect on how the explicit body language of a speaker influences their enjoyment and understanding of a presentation, and practise modifying their own body language to show interest and respect when listening to a speaker.

Students respond to a wide variety of aural, written and visual media; for example film, radio, the Internet, billboards, multimedia, and text messages. They explore both implicit and explicit meaning, how the author has structured and presented ideas, and whether they have used specialised language or symbols to communicate their message. Students share the meaning they have constructed with others and discuss any differences. They continue to challenge assumptions, use questions to clarify understanding, and justify their own interpretations while acknowledging that others may have different interpretations. They reflect on and evaluate the effectiveness of a variety of media in communicating a similar message, considering accuracy, inclusiveness and the techniques used to shape audience response.

Students expand their knowledge of specialised language used across the curriculum to communicate specific meanings and gain practice in using specific forms of communication; for example, practical reports in Science or fieldwork reports in Geography.

Students regularly present information, ideas and opinions for a variety of purposes, to a range of audiences, in both formal and informal settings. They focus on identifying the key messages they wish to communicate and structuring their ideas logically and coherently. They experiment with a range of presentation forms and seek feedback from their audience as to the effectiveness of their communication. Students work together to develop criteria which can be used to evaluate presentations.

Related materials

Previous key concept - VELS Stages of learning: Building breadth and depth & developing pathways

Next key concept - Zone of Proximal Development & Scaffolding (Vygotsky, Bruner, Rogoff)