Year 9 Monitoring map — Literacy
Grammar
knowledge
vi.
Word
knowledge
vii.
Use and adjust text-processing strategies
when viewing and reading, including
questioning context, content, purpose, and
representations of people and events
iv.
vi.
vii.
viii.
Text knowledge
Text knowledge
iii.
ii.
v.
Use words and word groups in complex
sentences to position listeners and to convey
degrees of certainty, uncertainty, authority or
obligation
Use specialised learning area vocabulary to
convey authority and specific meanings
View and read written, visual and multimodal
learning area texts that have inter-textual
references
Independently view, read and demonstrate
understanding of learning area texts by:
 analysing innovative text structures and
language
 analysing the validity of information
including secondary sources
Identify and describe words and word
groups that signal relationships within
complex sentences and extended texts
Read independently, with fluency, specialist
and topic vocabulary that contributes to the
specificity and authority of texts
Grammar knowledge
Use interaction and communication skills to
contribute to formal and informal debates
and discussions by:
 planning and using organising structures
 listening and responding to others’ points
of view
ii.
i.
Predict and confirm the meaning of
unfamiliar words and decode them using
and combining cues
Analyse and evaluate how visual features
can be:
 manipulated to affect the interpretation of
a text
 arranged for particular stylistic effects
 used to persuade
Identify the purpose, content, context and
text structure when writing and creating
increasingly complex learning area texts
Write and create learning area texts
using knowledge about text structure and
language to:
 incorporate cohesive devices that
signpost ideas
 compose innovative texts using
structures and features in complex ways
 refer to sources using conventions for
citing others
iii.
Plan, draft, edit for meaning and publish
learning area texts in print and digital
environments, using strategies to:
 refine opinions or arguments
 support a point of view
iv.
Maintain cohesion to support a particular
point of view or position across texts by
selecting:
 sentence and paragraph structures to
sequence and extend ideas and
information
 language to discuss, analyse and
evaluate ideas and information
v.
Communicate meaning and control complex
sentence structures to build and support
arguments
Review and edit own and others’ writing for
structure, content, strength of argument,
supporting evidence, language and visual
choices in increasingly complex texts
Select and use learning area vocabulary to
express abstract concepts
Confirm spellings, word meanings and word
choice using:
 knowledge of spelling patterns and the
spelling system in multisyllabic words
 knowledge of learning area vocabulary
from reliable sources
vi.
vii.
Word
knowledge
v.
Compose and contribute in different groups
and settings by interpreting and responding
to spoken language features and non-verbal
cues, including:
 evaluating persuasive language
 using vocabulary to establish mood or
expertise
View, read, navigate and select texts to suit
learning purposes, content and context
T1 T2 T3 T4
In Year 9, students:
Writing and Creating (WC 9)
Visual
knowledge
Comprehension
iv.
Communicate to interpret and evaluate
ideas, opinions and information in extended
learning area texts
Comprehension
iii.
Plan, research, rehearse and deliver spoken
presentations specific to learning areas in
formal and informal settings, selecting
purpose, structure and features to position
and persuade audiences
i.
Grammar
knowledge
ii.
Identify and analyse own and others’
purposes for listening and speaking. Select
and manipulate text structures and language
features to position and persuade audiences
for the chosen content and context
Visual
knowledge
Text knowledge
i.
T1 T2 T3 T4
In Year 9, students:
Viewing and Reading (VR 9)
Word
knowledge
In Year 9, students:
Listening and Speaking (LS 9)
viii.
ix.
Use and manipulate visual features to
enhance or alter meaning and influence a
given audience
T1 T2 T3 T4