Year 10 Monitoring map — Literacy
v.
Use interaction and communication skills to
contribute to formal and informal debates
and discussions by using organising
structures and language features to extend
or refute diverse opinions
ii.
ii.
View and read written, visual and multimodal
learning area texts that:
 have complex and unpredictable
structures
 have complex content
iii.
Use and adjust text-processing strategies
when viewing and reading, including
analysing and evaluating information sources
iv.
v.
Use specialised learning area vocabulary to
discriminate between shades of meaning or
enhance persuasive language
Visual
knowledge
Grammar
knowledge
Word
knowledge
vii.
Use words and word groups in complex
sentences to discuss, analyse and evaluate
ideas and information involving challenging
and complex issues
Word
knowledge
vi.
vi.
Text knowledge
Compose and contribute in different groups
and settings by interpreting and responding
to spoken language features and non-verbal
cues, including:
 synthesising ideas, arguments and
opinions to negotiate
 comparing, evaluating and challenging
different points of view to justify a position
i.
Independently view, read and demonstrate
understanding of learning area texts,
including academic texts by combining,
connecting, comparing and synthesising
ideas and concepts
Identify, describe and evaluate selection of
words and word groups that manipulate
relationships within complex sentences and
extended texts
Read independently, with fluency, specific
learning area vocabulary that expresses
abstract concepts and shades of meaning
vii.
Predict and confirm the meaning of
unfamiliar words and decode them using and
combining cues
viii.
Analyse and evaluate the impact of different
visual features and choices in the
composition of images, including symbolic
images
Grammar knowledge
iv.
View, read, navigate and select texts to suit
learning purposes, content and context
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 and connect ideas across a text
 compose innovative texts using structures
and features in complex and resourceful
ways
 refer to primary and secondary 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:
 construct representations of people and
events
 incorporate research
iv.
Maintain cohesion to support a particular
point of view or position across texts, by
selecting and controlling:
 language features that compact and
generalise text, e.g. nominalisation
 language to analyse, evaluate and
express higher order concepts
v.
Communicate meaning and control complex
sentence structures to:
 build and support arguments
 change emphasis
vi.
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 and refine choices
to discriminate between shades of meaning
vii.
Word
knowledge
Communicate to evaluate and synthesise
concepts and points of view in extended
learning area texts
T1 T2 T3 T4
In Year 10, students:
Writing and Creating (WC 10)
Visual
knowledge
iii.
Text knowledge
Plan, research, rehearse and deliver
extended spoken presentations specific to
learning areas
i.
Comprehension
Identify, analyse and evaluate purposes for
listening and speaking. Manipulate complex
text structures and language features to
extend responses or refute arguments for the
chosen content and context
ii.
Comprehension
Text knowledge
i.
T1 T2 T3 T4
In Year 10, students:
Viewing and Reading (VR 10)
Grammar
knowledge
In Year 10, students:
Listening and Speaking (LS 10)
viii.
Confirm spellings and word choice. Deduce
word meanings using knowledge of words
and reliable sources across learning areas
ix.
Use and manipulate visual features, using
design choices and visual tools to create
subtle meaning
T1 T2 T3 T4