Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
The Australian Curriculum achievement standards are an expectation of the depth of understanding, the extent of knowledge and the sophistication of
skills that students should typically demonstrate at the end of a teaching and learning year. In Queensland, the Year 7 Australian Curriculum
achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.
Year 7 Australian Curriculum: English achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.
They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts
to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual
analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be
combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group
discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more
specialised vocabulary, accurate spelling and punctuation.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v6.0 English for Foundation–10, www.australiancurriculum.edu.au/English/Curriculum/F-10
The standards elaborations (SEs) should be used in conjunction with the Australian Curriculum achievement standard and content descriptions for the
relevant year level. They provide additional clarity about using the Australian Curriculum achievement standard to make judgments on a five-point
scale.
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The SEs for English have been developed using the Australian Curriculum content descriptions and the achievement standard.
They promote and support:
 aligning curriculum, assessment and reporting, connecting curriculum and evidence in assessment, so that what is assessed relates directly to what
students have had the opportunity to learn
 continuing skill development from one year of schooling to another
 making judgments on a five-point scale based on evidence of learning in a folio of student work
 planning an assessment program and individual assessments
 developing task-specific standards and grading guides.
Year 7 English standard elaborations
A
REVISED DRAFT
B
C
D
E
Ideas and information in texts
Text
structures
Language features
Receptive modes
Evidence of listening, reading and viewing
Understanding and skills dimensions
The folio of student work has the following characteristics:
Discerning analysis of
relevant ideas,
information and evidence
from a variety of texts for
different purposes,
including to explain
issues
Effective analysis of
relevant ideas, information
and evidence from a
variety of texts for different
purposes, including to
explain issues
Analysis of ideas,
information and evidence
from a variety of texts for
different purposes,
including to explain
issues
Use of ideas, information
and evidence from a
variety of texts for
different purposes,
including to explain
issues
Identification of ideas
and information from a
variety of texts
Discerning explanation
supported by evidence of
the ways texts represent
different viewpoints and
perspectives on events,
people, situations and
issues
Effective explanation
supported by evidence of
the ways texts represent
different viewpoints and
perspectives on events,
people, situations and
issues
Explanation supported
by evidence of the ways
texts represent different
viewpoints and
perspectives on events,
people, situations and
issues
Explanation of different
viewpoints on events,
people, situations and
issues in texts
Identification of events,
people, situations and
issues in texts
Discerning explanation of
how text structures relate
to different purposes,
audiences and contexts
Effective explanation of
how text structures relate
to different purposes,
audiences and contexts
Explanation of how text
structures relate to
different purposes,
audiences and contexts
Identification of text
structures, purposes,
audiences and contexts
Identification of aspects
of text structures,
purposes and audiences
Discerning explanation of
how language features,
images and vocabulary
are used for different
purposes and effects
Effective explanation of
how language features,
images and vocabulary
are used for different
purposes and effects
Explanation of how
language features,
images and vocabulary
are used for different
purposes and effects
Description of language
features and purposes
Identification of language
features and purposes
Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
Queensland Curriculum & Assessment Authority
July 2014
Page 2 of 6
A
B
C
D
E
Ideas and information
in texts
Discerning selection and
organisation of ideas,
information, personal
knowledge, textual
analysis and other
sources for different
purposes, including to
express or challenge a
point of view
Effective selection and
organisation of ideas,
information, personal
knowledge, textual
analysis and other
sources for different
purposes, including to
express or challenge a
point of view
Selection and
combination of ideas,
information, personal
knowledge, textual
analysis and other
sources for different
purposes, including to
express or challenge a
point of view
Selection and use of
ideas, information and
personal knowledge for
different purposes,
including to express or
challenge a point of view
Use of ideas, information
and personal knowledge,
including to state a point
of view
Text
structures
Discerning use of
coherent text structures
for different purposes
and audiences, including
making presentations
Effective use of coherent
text structures for different
purposes and audiences,
including making
presentations
Use of coherent text
structures for different
purposes and audiences,
including making
presentations
Use of text structures for
different purposes and
audiences, including
making presentations
Use of aspects of text
structures, including to
make presentations
Discerning use of a
variety of language
features for particular
purposes, audiences and
effects. Language
features include:
Effective use of a variety
of language features for
particular purposes,
audiences and effects.
Language features
include:
Use of a variety of
language features for
particular purposes,
audiences and effects.
Language features
include:
Use of language features
that vary in suitability, for
example:
Use of language features
that impede meaning, for
example:
•
•
•
•
•
•
•
•
•
Language features
Productive modes
Evidence of speaking, writing and creating
Understanding and skills dimensions
The folio of student work has the following characteristics:
•
•
•
•
grammatical
structures
vocabulary
spoken/signed
features1
non-verbal features
2
grammatical structures
vocabulary
spoken/signed features
non-verbal features
visual features
3
visual features
•
•
•
•
grammatical
structures
vocabulary
spoken/signed
features
•
•
•
•
grammatical
structures
•
•
vocabulary
spoken/signed
features
non-verbal features
visual features
•
•
grammatical
structures
vocabulary
spoken/signed
features
non-verbal features
visual features:
non-verbal features
visual features
1
For example: pronunciation; pace, phrasing and pausing; audibility and clarity
For example: facial expressions, gestures, proximity, stance, movement
3
For example: graphics, still and moving images
2
Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
Queensland Curriculum & Assessment Authority
July 2014
Page 3 of 6
Language features
Productive modes
Evidence of speaking, writing and creating
Understanding and skills dimensions
Discerning use of editing
strategies to improve
meaning, including:
Effective use of editing
strategies to improve
meaning, including:
Use of editing strategies
to improve meaning,
including:
Use of editing strategies
that vary in suitability, for
example:
Use of textual features
that impede meaning, for
example:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
accurate spelling
punctuation
selection of language
features
accurate spelling
punctuation
selection of language
features
accurate spelling
punctuation
selection of language
features
spelling
punctuation
selection of language
features
spelling
punctuation
selection of language
features
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate between the standards.
Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
Queensland Curriculum & Assessment Authority
July 2014
Page 4 of 6
Notes
The SEs describe the qualities of achievement in the two dimensions common to all Australian
Curriculum learning area achievement standards:
 understanding
 skills.
Dimension*
Description
Understanding*
The concepts underpinning and connecting knowledge in a learning area,
related to a student’s ability to appropriately select and apply knowledge
to solve problems in that learning area
Skills*
The specific techniques, strategies and processes in a learning area
The following terms and key words are used in the Year 7 English SEs. They help to clarify the
descriptors and should be used in conjunction with the ACARA Australian Curriculum English
glossary: www.australiancurriculum.edu.au/english/Glossary
*
Term
Description
Analysis; Analyse*
Consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences
Aspects
Particular parts or features
Discerning
Showing good judgment to make thoughtful choices
Description; Descriptive;
Describe*
Give an account of characteristics or features
Effective
Capably meets the described requirements
Evidence
In an English context: ideas or information obtained from texts that are
used by students to achieve the purposes of imaginative, informative and
persuasive texts
Explanation; Explanatory;
Explain *
Provide additional information that demonstrates understanding of
reasoning and/or application
Identification; Identify*
Establish or indicate who or what someone or something is
Perspectives
Ways of regarding situations, facts and texts
Relevance; Relevant
Applicable and pertinent
Selection; Select*
Choose in preference to another or others
Statement; State
A sentence or assertion
The asterisk (*) denotes dimensions and terms described by ACARA. Unmarked terms are described by QCAA.
Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
Queensland Curriculum & Assessment Authority
July 2014
Page 5 of 6
Text*
The means for communication. Their forms and conventions have
developed to help us communicate effectively with a variety of audiences
for a range of purposes. Texts can be written, spoken or multimodal and in
print or digital/online forms.
Information about spoken texts in the Year 7 Australian Curriculum:
English achievement standard makes clear that students should have
opportunities to contribute actively to class and group discussions.
Use of
To operate or put into effect
Variety
A number of different things
Year 7 standard elaborations — Australian Curriculum: English
REVISED DRAFT
Queensland Curriculum & Assessment Authority
July 2014
Page 6 of 6