Year 7 Monitoring map — Literacy
vii.
Use words and word groups in complex
sentences to effectively show the
connections between ideas and evidence
Use vocabulary related to learning areas,
replacing everyday terms with more
specialised vocabulary
iv.
Use text-processing strategies when viewing
and reading, including:
 using prior knowledge about text type,
content and author to navigate texts
 questioning and crosschecking texts to
monitor meaning and to clarify purpose,
beliefs and attitudes
Independently view, read and demonstrate
understanding of learning area texts by:
 analysing information and supplying
evidence from interrelated parts of texts
 explaining the effects of text structures
and language features
 synthesising information to draw
conclusions within and between texts
 identifying structures, including
taxonomies
 analysing and explaining the effect of
technological innovations
v.
Identify and describe words and word
groups that:
 represent ideas in complex sentences
 compare and contrast
vi.
Read independently, with fluency, specific
learning area vocabulary, including words
with multiple meanings
Predict and confirm the meaning of
unfamiliar words and decode them using
and combining cues, including knowledge
about word origins, base words, prefixes
and suffixes
Analyse how visual features draw on or
allude to other texts or images to enhance or
create meaning
vii.
viii.
Text knowledge
Text knowledge
View and read written, visual and multimodal
learning area texts that:
 use topic sentences, overviews, initial
and concluding paragraphs, indexes and
site maps or breadcrumb trails to
enhance readability
 have complex relationships between
textual features, ideas and concepts
 reference other sources and use data
sets
Grammar knowledge
Use interaction and communication skills to
contribute to informal debates and
discussions by:
 interrogating and analysing ideas
 evaluating information and comparing
solutions
 applying strategies to repair breakdowns
in discussion
 offering explanations and describing
processes
 developing and introducing topics using
agreed protocols
ii.
Word
knowledge
Grammar
knowledge
vi.
Word
knowledge
v.
Compose and contribute in different groups
and settings by interpreting and responding
to spoken language features and non-verbal
cues, including:
 selecting vocabulary to create detailed
and accurate descriptions
 presenting a point of view
View, read, navigate and select texts to suit
learning purposes, content and context
T1 T2 T3 T4
In Year 7, students:
Writing and Creating (WC 7)
Visual
knowledge
iv.
i.
iii.
Comprehension
Comprehension
iii.
Grammar
knowledge
ii.
Identify different purposes for listening and
speaking. Select and modify text structures
and language features to develop ideas and
information for the chosen content and
context
Plan, research, rehearse and deliver spoken
presentations specific to learning areas by
selecting purpose, structure and features
Communicate to:
 summarise information
 confirm key ideas, concepts or positions
 ask questions that probe for deeper
understanding
 analyse and evaluate learning area
language
 identify and use subjective (exemplifying
speakers’ thinking), objective (information
and ideas based on fact) and evaluative
language
Word
knowledge
i.
T1 T2 T3 T4
In Year 7, students:
Viewing and Reading (VR 7)
Visual
knowledge
Text knowledge
In Year 7, students:
Listening and Speaking (LS 7)
i.
Identify the purpose, content, context and
text structure when writing and creating
increasingly complex learning area texts
ii.
Write and create learning area texts using
knowledge about text structure and
language to:
 link ideas using cohesive devices
 explore ideas and test possibilities
 express and support own opinions
 adapt text structures
iii.
Plan, draft, edit for meaning and publish
learning area texts in print and digital
environments, using strategies to:
 identify relevant information and key
questions
 organise main ideas and supporting
details
iv.
Maintain meaning across a text by selecting:
 sentence structures that emphasise
relationships in the content and link ideas
across paragraphs
 noun groups/phrases to extend
descriptions
 language to suggest possibility,
probability
v.
Communicate meaning and control complex
sentence structures to connect ideas
vi.
Review and edit own and others’ writing for
structure, content and strength of argument
vii.
Select and use learning area vocabulary to
express shades of meaning and contribute
to the specificity and authority of texts
viii.
Confirm spellings, word meanings and word
choices using:
 knowledge of learning area vocabulary
 reliable sources including digital or print
dictionaries and thesauruses
ix.
Use visual features to enhance meaning,
support personal opinion, elicit a particular
response or support a point of view
T1 T2 T3 T4