YEAR 3: NAPLAN Criteria
VELS Levels 2 and 3
AUDIENCE: The writer’s capacity to orient, engage
and persuade the reader




TEXT STRUCTURE: The organisation of the
structural components of a persuasive text
(introduction, body and conclusion) into an
appropriate and effective text structure



through discussion, develop an understanding of how the choice of subject matter is
influenced by context, the author’s purpose and the intended audience (3)
show some appreciation of the role of formal discourses in English (3)
meet the needs of audiences by including appropriate background information (3)
adapt writing to suit the audience and purpose (3)


write short texts that include several related ideas in sequence (2)
use appropriate structures to achieve some organisation of the subject matter (2)

experiment with combining verbal and visual elements to enhance the texts they produce
(3)
develop strategies for writing to assist in planning and organising ideas prior to writing
(3)

IDEAS: The selection, relevance and elaboration of
ideas for a persuasive argument
read a variety of texts and explore the wide range of purposes, contexts and audiences
for which texts are produced (2)
write texts that convey ideas and information to known audiences (2)
listen to and produce spoken texts that deal with familiar ideas and information (2)




read independently and respond to short informative texts with familiar ideas and
information (2)
write short sequenced texts that convey some related ideas about familiar topics (2)
listen to and produce spoken texts that deal with familiar ideas and information (2)
through class discussions, consider the opinions and viewpoints of others (2)
1
YEAR 3: NAPLAN Criteria
VELS Levels 2 and 3






use a range of strategies to interpret the main ideas and purpose of texts (3)
develop confidence in writing a range of texts, including texts that … express a point of
view (3)
share and explore ideas, express opinions and listen to the opinions of others (3)
read an increasing range of texts (3)
express a point of view providing some information and supporting detail (3)
practise justifying opinions (3)
PERSUASIVE DEVICES: The use of a range of
persuasive devices to enhance the writer’s position
and persuade the reader

select content, form and vocabulary depending on the purpose for writing (2)

identify how language is used to represent information … in different ways (3)
VOCABULARY: The range and precision of
contextually appropriate language choices

expand their vocabulary (2)

use suitable vocabulary for the subject matter, including nouns, verbs, adjectives and
adverbs (3)
COHESION: The control of multiple threads and
relationships across the text, achieved through the
use of grammatical elements (referring words, text
connectives, conjunctions) and lexical elements
(substitutions, repetitions, word associations)

experiment with more complex grammatical features, such as ways of linking ideas in
sentences using pronouns, conjunctions and adverbial phrases indicating time and place
(2)
PARAGRAPHING: The segmenting of text into
paragraphs that assists the reader to follow the line of
argument

use appropriate structures to achieve some organisation of the subject matter (2)

write texts containing several logically ordered paragraphs that express opinions and
include ideas and information about familiar topics (3)
2
YEAR 3: NAPLAN Criteria
VELS Levels 2 and 3
SENTENCE STRUCTURE: The production of
grammatically correct, structurally sound and
meaningful sentences

experiment with more complex grammatical features, such as ways of linking ideas in
sentences (2)

write a variety of simple and compound sentences and use verb tenses correctly (3)

use capital letters, full stops and question marks correctly (2)

use punctuation to support meaning, including exclamation marks and quotation marks,
and accurately use full stops, commas and question marks (3)

accurately spell frequently used words, and make use of known spelling patterns to
make plausible attempts at spelling unfamiliar words (2)

make plausible attempts at spelling new and more difficult words (3)
PUNCTUATION: The use of correct and appropriate
punctuation to aid reading of the text
SPELLING: The accuracy of spelling and the difficulty
of the words used
3
YEAR 5: NAPLAN Criteria
VELS Levels 3 (and 4)
AUDIENCE: The writer’s capacity to orient,
engage and persuade the reader




TEXT STRUCTURE: The organisation of the
structural components of a persuasive text
(introduction, body and conclusion) into an
appropriate and effective text structure

produce a variety of texts for different purposes using structures and features of language
appropriate to the purpose, audience and context of the writing (4)


experiment with combining verbal and visual elements to enhance the texts they produce (3)
develop strategies for writing to assist in planning and organising ideas prior to writing (3)

describe how texts are constructed for particular purposes and identify how sociocultural values,
attitudes and beliefs are presented in texts (4)
use developing knowledge of the generic structures of different types of texts (such as …
arguments), as the basis for composing an increasing range of written and spoken texts (4)
explore the relationship between the purpose and audience of texts and their structures and
features; for example, sentence and paragraph structure, grammar, figurative language and
organising structures in texts (4)


IDEAS: The selection, relevance and
elaboration of ideas for a persuasive
argument
through discussion, develop an understanding of how the choice of subject matter is influenced
by context, the author’s purpose, and the intended audience (3)
show some appreciation of the role of formal discourses in English (3)
meet the needs of audiences by including appropriate background information (3)
adapt writing to suit audience and purpose (3)






use a range of strategies to interpret the main ideas and purpose of texts (3)
develop confidence in writing a range of texts, including texts that … express a point of view (3)
share and explore ideas, express opinions and listen to the opinions of others (3)
read an increasing range of texts (3)
express a point of view providing some information and supporting detail (3)
practise justifying opinions (3)
4
YEAR 5: NAPLAN Criteria
VELS Levels 3 (and 4)





compose, comprehend and respond to an expanding range of texts … that contain increasingly
unfamiliar concepts, themes, information and issues (4)
engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to
seek the opinions of others (4)
learn to sustain a point of view and draw evidence from texts to support a point of view (4)
identify the main idea and supporting details and summarise them for others (4)
identify opinions offered by others, propose other relevant viewpoints and extend ideas in a
constructive manner (4)
PERSUASIVE DEVICES: The use of a range
of persuasive devices to enhance the writer’s
position and persuade the reader

identify how language is used to represent information … in different ways (3)


begin to use simple figurative language and visual images (4)
participate in oral interactions for different purposes, including … influencing others … (4)
VOCABULARY: The range and precision of
contextually appropriate language choices

use suitable vocabulary for the subject matter, including nouns, verbs, adjectives and adverbs (3)

use a range of vocabulary and select for precise meaning (4)

experiment with more complex grammatical features, such as ways of linking ideas in sentences
using pronouns, conjunctions and adverbial phrases indicating time and place (2)

identify and use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions (4)
COHESION: The control of multiple threads
and relationships across the text, achieved
through the use of grammatical elements
(referring words, text connectives,
conjunctions) and lexical elements
(substitutions, repetitions, word associations)
5
YEAR 5: NAPLAN Criteria
VELS Levels 3 (and 4)
PARAGRAPHING: The segmenting of text
into paragraphs that assists the reader to
follow the line of argument

write texts containing several logically ordered paragraphs that express opinions and include
ideas and information about familiar topics (3)

explore structures and features of texts; for example, sentence and paragraph structure,
grammar, figurative language and organising structures in texts (4)
SENTENCE STRUCTURE: The production of
grammatically correct, structurally sound and
meaningful sentences

write a variety of simple and compound sentences and use verb tenses correctly (3)

use a variety of sentence structures (4)
PUNCTUATION: The use of correct and
appropriate punctuation to aid reading of the
text

use punctuation to support meaning, including exclamation marks and quotation marks, and
accurately use full stops, commas and question marks (3)

use punctuation accurately, including apostrophes (4)

make plausible attempts at spelling new and more difficult words (3)

develop a multi-strategy approach to spelling (4)
SPELLING: The accuracy of spelling and the
difficulty of the words used
6
YEAR 7: NAPLAN Criteria
VELS Levels 4 (and 5)
AUDIENCE: The writer’s capacity to orient,
engage and persuade the reader

produce a variety of texts for different purposes using structures and features of language
appropriate to the purpose, audience and context of the writing (4)


select, prepare and present spoken texts for specific audiences and purposes (5)
show awareness of the influence of the audience on the construction and presentation of spoken
texts (5)
develop a critical understanding of the ways writers and producers of texts try to position readers
to accept particular views of … ideas and information (5)
learn to use formal language to construct texts for a range of purposes and audiences (5)
continue to adjust writing in response to purpose, content and audience needs (5)
examine how situational and sociocultural factors affect the audience’s responses and the impact
of different text and sentence structures on readers and viewers (5)




TEXT STRUCTURE: The organisation of the
structural components of a persuasive text
(introduction, body and conclusion) into an
appropriate and effective text structure






describe how texts are constructed for particular purposes, and identify how sociocultural values,
attitudes and beliefs are presented in texts
use developing knowledge of the generic structures of different types of texts (such as …
arguments) as the basis for composing an increasing range of written and spoken texts (4)
explore the relationship between the purpose and audience of texts and their structures and
features; for example, sentence and paragraph structure, grammar, figurative language and
organising structures in texts (4)
produce texts for a variety of purposes, including … persuading (5)
extend knowledge of the structure of a variety of text forms (such as persuasive texts) (5)
use a variety of multimodal texts to support individual presentations in which they inform or
persuade an audience (5)
7
YEAR 7: NAPLAN Criteria
VELS Levels 4 (and 5)
IDEAS: The selection, relevance and
elaboration of ideas for a persuasive
argument












compose, comprehend and respond to an expanding range of texts … that contain increasingly
unfamiliar concepts, themes, information and issues (4)
engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to
seek the opinions of others (4)
learn to sustain a point of view and draw evidence from texts to support a point of view (4)
identify the main idea and supporting details and summarise them for others (4)
identify opinions offered by others, propose other relevant viewpoints and extend ideas in a
constructive manner (4)
read and view … persuasive texts that explore ideas and information related to challenging
themes and issues (5)
recognise that writers can express views and values other than their own (5)
write arguments that state and justify a personal viewpoint … (5)
compare the presentation of information and ideas in different texts (5)
identify the main issues in a topic and provide supporting detail and evidence for opinions (5)
work cooperatively in discussion groups, using talk to explore and analyse challenging themes
and issues (5)
practise writing expressively and in detail about challenging ideas (5)
8
YEAR 7: NAPLAN Criteria
VELS Levels 4 (and 5)
PERSUASIVE DEVICES: The use of a range
of persuasive devices to enhance the writer’s
position and persuade the reader


begin to use simple figurative language and visual images (4)
participate in oral interactions for different purposes, including … influencing others … (4)

discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)
explore the power of language and the ways it can influence roles and relationships and
represent ideas, information and concepts (5)
apply knowledge of spoken texts and oral language to experiment with techniques to influence
others, including vocabulary (5)
discuss the ways in which persuasive texts present opinions and evidence, justify positions and
persuade (5)



VOCABULARY: The range and precision of
contextually appropriate language choices
COHESION: The control of multiple threads
and relationships across the text, achieved
through the use of grammatical elements
(referring words, text connectives,
conjunctions) and lexical elements
(substitutions, repetitions, word associations).

use a range of vocabulary and select for precise meaning (4)

apply knowledge of spoken texts and oral language to experiment with techniques to influence
others, including vocabulary (5)

experiment with more complex grammatical features, such as ways of linking ideas in sentences
using pronouns, conjunctions and adverbial phrases indicating time and place (2)

identify and use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions (4)

discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)
9
YEAR 7: NAPLAN Criteria
VELS Levels 4 (and 5)
PARAGRAPHING: The segmenting of text
into paragraphs that assists the reader to
follow the line of argument

explore structures and features of texts; for example, sentence and paragraph structure,
grammar, figurative language and organising structures in texts (4)

discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)

use a variety of sentence structures (4)


control tenses and subject-verb and noun-pronoun agreement (5)
discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)
improve the accuracy and readability of their writing, developing confidence in the identification
and use of grammatical conventions and features of language and in the use of figurative
language (5)
SENTENCE STRUCTURE: The production of
grammatically correct, structurally sound and
meaningful sentences

PUNCTUATION: The use of correct and
appropriate punctuation to aid reading of the
text

use punctuation accurately, including apostrophes (4)

use a range of punctuation accurately to support meaning, including the use of ellipses, dashes,
colons and semi colons (5)
SPELLING: The accuracy of spelling and the
difficulty of the words used

develop a multi-strategy approach to spelling (4)

proofread and correct spelling, punctuation and grammatical errors (5)
10
YEAR 9: NAPLAN Criteria
VELS Levels 5 (and 6)
AUDIENCE: The writer’s capacity to orient,
engage and persuade the reader









TEXT STRUCTURE: The organisation of the
structural components of a persuasive text
(introduction, body and conclusion) into an
appropriate and effective text structure
select, prepare and present spoken texts for specific audiences and purposes (5)
show awareness of the influence of the audience on the construction and presentation of spoken
texts (5)
develop a critical understanding of the ways writers and producers of texts try to position readers
to accept particular views of … ideas and information (5)
learn to use formal language to construct texts for range of purposes and audiences (5)
continue to adjust writing in response to purpose, content and audience needs (5)
examine how situational and sociocultural factors affect audience responses and the impact of
different text and sentence structures on readers and viewers (5)
develop a critical understanding of the contextual factors involved in the construction and
interpretation of texts, including the role of the audience in shaping meaning (6)
practise writing expressively about … opinions and ideas, and constructing considered
arguments to persuade others to share a point of view (6)
draw on a range of strategies to … present spoken texts … presenting complex issues or
information imaginatively to interest an audience (6)



produce texts for a variety of purposes including … persuading (5)
extend knowledge of the structure of a variety of text forms (such as persuasive texts) (5)
use a variety of multimodal texts to support individual presentations in which they inform or
persuade an audience (5)


plan and deliver presentations, sequencing and organising complex ideas (6)
read, view, analyse and discuss a wide range of informative and persuasive texts and identify the
multiple purposes for which texts are created (6)
compare and contrast the typical features of particular texts (6)

11
YEAR 9: NAPLAN Criteria
VELS Levels 5 (and 6)


IDEAS: The selection, relevance and
elaboration of ideas for a persuasive
argument










in spoken, written and multimodal texts, apply skills to planning and developing formal arguments
about complex issues, and use evidence systematically to justify points of view and develop
logical conclusions (6)
increasing use and control of complex linguistic structures and features … develop skills in
conveying meaning and meeting the demands of purpose, context and audience (6)
read and view … persuasive texts that explore ideas and information related to challenging
themes and issues (5)
recognise that writers can express views and values other than their own (5)
write arguments that state and justify a personal viewpoint … (5)
compare the presentation of information and ideas in different texts (5)
identify the main issues in a topic and provide supporting detail and evidence for opinions (5)
work cooperatively in discussion groups, using talk to explore and analyse challenging themes
and issues (5)
practise writing expressively and in detail about challenging ideas (5)
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 (6)
use writing to explore different perspectives on complex and challenging issues (6)
compare ideas, build on others’ ideas, provide and justify other points of view and reach
conclusions that take account of aspects of an issue (6)
12
YEAR 9: NAPLAN Criteria
VELS Levels 5 (and 6)
PERSUASIVE DEVICES: The use of a range
of persuasive devices to enhance the writer’s
position and persuade the reader








discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)
explore the power of language and the ways it can influence roles and relationships and
represent ideas, information and concepts (5)
apply knowledge of spoken texts and oral language to experiment with techniques to influence
others, including vocabulary (5)
discuss the ways in which persuasive texts present opinions and evidence, justify positions and
persuade (5)
select subject matter and begin to use a range of language techniques to try to position readers
to accept particular views (6)
make effective use of the structures and features of spoken language to deal with complex
subject matter in a range of situations (6)
extend the use of metalanguage to encompass explicit discussion of the style and tone of a text (6)
critically examine the variety of ways in which spoken language influences audiences and, in
their own presentations, experiment with a range of persuasive techniques (6)
VOCABULARY: The range and precision of
contextually appropriate language choices

apply knowledge of spoken texts and oral language to experiment with techniques to influence
others, including vocabulary (5)
COHESION: The control of multiple threads
and relationships across the text, achieved
through the use of grammatical elements
(referring words, text connectives,
conjunctions) and lexical elements
(substitutions, repetitions, word associations)

identify and use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions (4)

discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)

maximise the effects of rhythm and tone, and write with developing fluency (6)
13
YEAR 9: NAPLAN Criteria
VELS Levels 5 (and 6)
PARAGRAPHING: The segmenting of text
into paragraphs that assists the reader to
follow the line of argument

discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)

control the linguistic structures and features that support the presentation of different
perspectives on complex themes and issues (6)


control tenses and subject-verb and noun-pronoun agreement (5)
discuss texts analytically and develop confidence in the use of metalanguage to describe and
discuss particular structures and features of language (5)
improve the accuracy and readability of their writing, developing confidence in the identification
and use of grammatical conventions and features of language and in the use of figurative
language (5)
SENTENCE STRUCTURE: The production of
grammatically correct, structurally sound and
meaningful sentences

PUNCTUATION: The use of correct and
appropriate punctuation to aid reading of the
text
SPELLING: The accuracy of spelling and the
difficulty of the words used

write accurately punctuated, grammatically sound and complex sentences with embedded
clauses and phrases (6)

use a range of punctuation accurately to support meaning, including the use of ellipses, dashes,
colons and semi colons (5)

write accurately punctuated, grammatically sound and complex sentences with embedded
clauses and phrases (6)

proofread and correct spelling, punctuation and grammatical errors (5)

proofread and edit writing for accuracy, consistency and clarity (6)
14