In Year 8, students:
In Year 9, students:
In Year 10, students:
Listening and Speaking, Year 7: LS 7
LS 8
LS 9
LS 10
i.
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
i.
Identify formal and informal purposes for listening and
speaking. Select and manipulate text structures and language
features to develop arguments and opinions for the chosen
content and context
i.
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
i.
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.
Plan, research, rehearse and deliver spoken presentations
specific to learning areas by selecting purpose, structure and
features
ii.
Plan, research, rehearse and deliver spoken presentations
specific to learning areas by selecting and sequencing
purpose, structure and features to impact on audiences
ii.
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
ii.
Plan, research, rehearse and deliver extended spoken
presentations specific to learning areas
iii.
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
iii.
Communicate to:
• make inferences by identifying language that links ideas
and arguments
• evaluate information and ideas using subjective, objective
and evaluative language
iii.
Communicate to interpret and evaluate ideas, opinions and
information in extended learning area texts
iii.
Communicate to evaluate and synthesise concepts and points
of view in extended learning area texts
iv.
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
iv.
Compose and contribute in different groups and settings by
interpreting and responding to spoken language features and
non-verbal cues, including:
• justifying arguments and opinions
• selecting vocabulary to emphasise a point of view
iv.
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
iv.
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
v.
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
v.
Use interaction and communication skills to contribute to
formal and informal debates and discussions by:
• using conventions that suit the context
• responding to others’ points of view
v.
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
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
Grammar
knowledge
vi.
Use words and word groups in complex sentences to
effectively show the connections between ideas and evidence
vi.
Use words and word groups in complex sentences to establish
mood, expertise or authority, influence the listener or
strengthen a point of view
vi.
Use words and word groups in complex sentences to position
listeners and to convey degrees of certainty, uncertainty,
authority or obligation
vi.
Use words and word groups in complex sentences to discuss,
analyse and evaluate ideas and information involving
challenging and complex issues
vii. Use vocabulary related to learning areas, replacing everyday
terms with more specialised vocabulary
Comprehension
Text knowledge
In Year 7, students:
Word
knowledge
Comprehending texts through listening; composing texts through speaking
Years 7–10 Literacy Indicators
vii. Use specialised learning area vocabulary to explain new
learning
vii. Use specialised learning area vocabulary to convey authority
and specific meanings
February 2012 Page 1 of 3
vii. Use specialised learning area vocabulary to discriminate
between shades of meaning or enhance persuasive language
Text knowledge
Comprehension
Grammar
knowledge
Visual
knowledge
Word
knowledge
Comprehending texts through viewing and reading
In Year 7, students:
In Year 8, students:
In Year 9, students:
In Year 10, students:
Viewing and Reading, Year 7: VR 7
VR 8
VR 9
VR 10
i.
View, read, navigate and select texts to suit learning
purposes, content and context
i.
View, read, navigate and select texts to suit learning
purposes, content and context
i.
View, read, navigate and select texts to suit learning purposes,
content and context
i.
View, read, navigate and select texts to suit learning purposes,
content and context
ii.
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
ii.
View and read written, visual and multimodal learning area
texts that:
• include original sources
• are hybrids of different types of text
• identify complex relationships and ideas
ii.
View and read written, visual and multimodal learning area
texts that have inter-textual references
ii.
View and read written, visual and multimodal learning area
texts that:
• have complex and unpredictable structures
• have complex content
iii.
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
iii.
Use text-processing strategies when viewing and reading,
including:
• drawing conclusions
• forming hypotheses
iii.
Use and adjust text-processing strategies when viewing and
reading, including questioning context, content, purpose, and
representations of people and events
iii.
Use and adjust text-processing strategies when viewing and
reading, including analysing and evaluating information sources
iv.
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
iv.
Independently view, read and demonstrate understanding of
learning area texts by:
• interpreting and evaluating information
• identifying supporting evidence from interrelated parts of
texts
• analysing and evaluating the accuracy or reliability of
information and sources
iv.
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
iv. Independently view, read and demonstrate understanding of
learning area texts, including academic texts by combining,
connecting, comparing and synthesising ideas and concepts
v.
Identify and describe words and word groups that:
• represent ideas in complex sentences
• compare and contrast
v.
Identify and describe words and word groups that:

represent, sequence, and extend ideas in complex
sentences

signal relationships
v.
Identify and describe words and word groups that signal
relationships within complex sentences and extended texts
v.
Identify, describe and evaluate selection of words and word
groups that manipulate relationships within complex sentences
and extended texts
vi.
Read independently, with fluency, specific learning area
vocabulary, including words with multiple meanings
vi.
Read independently, with fluency, technical and literary
language in hybrid and learning area texts
vi.
Read independently, with fluency, specialist and topic
vocabulary that contributes to the specificity and authority of
texts
vi.
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, including knowledge
about word origins, base words, prefixes and suffixes
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining cues, including referring to
secondary sources such as dictionaries and glossaries
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining cues
vii. Predict and confirm the meaning of unfamiliar words and
decode them using and combining cues
viii. Analyse how visual features draw on or allude to other texts
or images to enhance or create meaning
viii. Analyse the effects of visual features on the viewer/ reader
and how images can be used for impact
viii. Analyse and evaluate how visual features can be:
• manipulated to affect the interpretation of a text
• arranged for particular stylistic effects
• used to persuade
viii. Analyse and evaluate the impact of different visual features and
choices in the composition of images, including symbolic
images
Years 7–10 Literacy Indicators Australian Curriculum v.3
Queensland Studies Authority February 2012 Page 2 of 3
In Year 8, students:
In Year 9, students:
In Year 10, students:
Writing and Creating, Year 7: WC 7
WC 8
WC 9
WC 10
i.
Identify the purpose, content, context and text structure when
writing and creating increasingly complex learning area texts
i.
Identify the purpose, content, context and text structure when
writing and creating increasingly complex learning area texts
i.
Identify the purpose, content, context and text structure when
writing and creating increasingly complex learning area texts
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
ii.
Write and create learning area texts using knowledge about
text structure and language to:
• incorporate cohesive devices
• refer to sources to substantiate claims, including examples
and quotations
• use creative adaptations of text structures
ii.
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
ii.
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:
• identify relevant information and key questions
• organise main ideas and supporting details
iii.
Plan, draft, edit for meaning and publish learning area texts in
print and digital environments, using strategies to:
• organise information
• develop hypotheses
• enhance coherence
• evaluate texts
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
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 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
iv.
Maintain cohesion to develop meaning in and across texts by
selecting:
• sentence and paragraph structures to sequence ideas and
information
• language to suggest possibility, probability, obligation and
conditionality
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
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 connect ideas
v.
Communicate meaning and control complex sentence
structures to connect ideas with evidence to draw conclusions
v.
Communicate meaning and control complex sentence
structures to build and support arguments
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
and strength of argument
vi.
Review and edit own and others’ writing for structure, content,
strength of argument, supporting evidence, language and
visual choices
vi.
Review and edit own and others’ writing for structure, content,
strength of argument, supporting evidence, language and
visual choices in increasingly complex texts
vi.
Review and edit own and others’ writing for structure, content,
strength of argument, supporting evidence, language and visual
choices in increasingly complex texts
Grammar knowledge
Visual
knowledge
Word knowledge
Composing texts through writing and creating
Text knowledge
In Year 7, students:
vii. Select and use learning area vocabulary to express shades of
meaning and contribute to the specificity and authority of texts
vii. Select and use learning area vocabulary to contribute to the
specificity, authority and abstraction 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
viii. Confirm spellings, word meanings and word choice using:
viii. Confirm spellings, word meanings and word choice using:
• etymology (origin of words and how their meanings have
• knowledge of spelling patterns and the spelling system in
changed through history)
multisyllabic words
• knowledge and research of the content from reliable sources
• knowledge of learning area vocabulary from reliable sources
• journals and other authoritative sources
viii. Confirm spellings and word choice. Deduce word meanings
using knowledge of words and reliable sources across learning
areas
ix.
ix.
ix.
Use visual features to enhance meaning, support personal
opinion, elicit a particular response or support a point of view
Years 7–10 Literacy Indicators Australian Curriculum v.3
Use visual features including diagrams, maps and timelines to
contribute to the interpretation of ideas and information
vii. Select and use learning area vocabulary to express abstract
concepts
ix.
Use and manipulate visual features to enhance or alter meaning
and influence a given audience
vii. Select and use learning area vocabulary to express abstract
concepts and refine choices to discriminate between shades of
meaning.
Use and manipulate visual features, using design choices and
visual tools to create subtle meaning
Queensland Studies Authority February 2012 Page 3 of 3