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AUSTRALIAN CURRICULUM: ENGLISH AND THE VELS
WHAT IS NEW? WHAT IS DIFFERENT?
Context
• The Melbourne Declaration• Approval of first four learning areas (English,
History, Maths and Science) – validation of achievement standards in 2011 and approval by Ministers in October.
• Implementation in Victoria in 2013 supported by ‘AusVELS’ – a hybrid structure of VELS plus the 4 AC within a single curriculum framework.
Organisation of VELS English Domain
DIMENSIONS
READING
WRITING
SPEAKING AND LISTENING
Organisation of Australian Curriculum: English into Strands
STRANDS
LANGUAGE
LITERATURE
LITERACY
Organisation of AC: English into Strands
AUSTRALIAN CURRICULUM
Language
Literature
Literacy
VELS
Writing
Reading
Speaking and Listening
There is no direct convenient match between the AC strands and the VELS Dimensions
However….
Organisation of AC: English into Strands
VELS
Writing
Reading
Speaking and Listening
The Achievement Standards (equivalent to VELS Standards Statements) at each Year Level are written to cater for 3 modes as per the table on the left. These are much more familiar to Victorian classroom teachers.
AUSTRALIAN CURRICULUM
BY MODES
Writing
Reading and Viewing
Listening and Speaking
AC: English - Organisation
• 3 Strands with Sub-Strands
STRANDS
Language - knowing about the English language
Literature – understanding, appreciating, responding to, analysing and creating literature
Literacy – expanding the repertoire of English usage
Language Sub-Strands
Language Sub-Strands
Language variation and change
Language for interaction
Text structure and organisation
Expressing and developing ideas
Sound and letter knowledge
Literature Sub-Strands
Literature Sub-Strands
Literature and Context
Responding to Literature
Examining Literature
Creating Literature
Literacy Sub-Strands
Literacy Sub-Strands
Texts in Context
Interacting with Others
Interpreting, analysing, evaluating
Creating texts
Strands and Sub-Strands
Language Literature Literacy
Language variation and change
Literature and Context Texts in Context
Language for interaction
Responding to Literature
Interacting with Others
Text structure and organisation
Examining Literature Interpreting, analysing, evaluating
Expressing and developing ideas
Creating Literature Creating texts
Sound and letter knowledge
General Capabilities and Cross Curriculum Priorities
In the same way the VELS has certain Domains which are expected to be incorporated into the curriculum (Interpersonal Development, Personal Learning, Communication and Thinking Processes), the AC has two such groups of principles:
• General Capabilities• Cross Curriculum Priorities
Overarching Principles
GENERAL CAPABILITIES
•Literacy•Numeracy•ICT•Critical and Creative Thinking•Ethical Behaviour•Personal and Social Competence•Intercultural Understanding
CROSS CURRICULUM PRIORITIES
•Aboriginal and Torres Strait Islander Histories and Culture•Asia and Australia’s Engagement with Asia•Sustainability
Australian Curriculum: English
Language Literature Literacy
Language variation and change
Literature and Context Texts in Context
Language for interaction
Responding to Literature
Interacting with Others
Text structure and organisation
Examining Literature Interpreting, analysing, evaluating
Expressing and developing ideas
Creating Literature Creating texts
Sound and letter knowledge
General Capabilities
Cross Curriculum Priorities
Structure of the Australian Curriculum English v VELS
Australian Curriculum: English
•AC has descriptors for each year level from F-10
•AC descriptors are called ACHIEVEMENT STANDARDS and are supported by YEAR LEVEL DESCRIPTIONS and CONTENT DESCRIPTIONS and ELABORATIONS
VELS
•After Prep the VELS has descriptors for blocks of two years: levels 1-6
•VELS descriptors are called STANDARDS and are supported by a LEARNING FOCUS
AC Achievement Standards v VELS Standards Statements: Foundation v Level 1
Australian Curriculum - Foundation Reading and viewing
By the end of the Foundation year, students read aloud short predictable texts with familiar vocabulary and supportive images, drawing on their developing concepts about print and sound and letter knowledge. They identify the letters of the English alphabet, and use the sounds represented by most letters. They use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics.
They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience
VELS – Level 1
Reading
At Level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify some sound-letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral language structures. They read from left to right with return sweep, and from top to bottom. They use title, illustrations and knowledge of a text topic to predict meaning. They use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning.
Year 5 Achievement Standard - slide 1
Australian Curriculum – Year 5
Listening and speaking
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, understanding that language varies according to context. They listen and ask questions to clarify content. Students use complex sentences to show how ideas can be extended. They are able to develop and explain a point of view about a text by selecting information, ideas and images from a range of resources.
VELS – Level 4
Speaking and listening
At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.
When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
The VELS is more explicit about the Listening behaviours of students but the AC still includes this.
Year 5 Achievement Standard – slide 2
Australian Curriculum – Year 5
Listening and speaking
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, understanding that language varies according to context. They listen and ask questions to clarify content. Students use complex sentences to show how ideas can be extended. They are able to develop and explain a point of view about a text by selecting information, ideas and images from a range of resources.
VELS – Level 4
Speaking and listening
At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.
When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
The VELS is more explicit about the Listening behaviours of students but the AC still includes this.
Year 6 Achievement Standard
Australian Curriculum – Year 6
Listening and speaking
Students create detailed and cohesive texts for a range of purposes and audiences. They listen to discussions, clarifying content and challenging ideas. They make presentations and contribute actively to class and group discussions using a variety of strategies for emphasis They understand how particular language features and language patterns are used for effect. They show how specific details can be used to support a point of view. They explain how their choices of language features and images were used.
The Australian Curriculum has an expectation that students be able to articulate why certain language choices were made: this is almost analysis – similar to what is being expected at VCE level in Creating and Presenting
VELS – Level 4
Speaking and listening
At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.
When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
The VELS is more explicit about the Listening behaviours of students but the AC still includes this.
Year 8 Achievement Standard
Australian Curriculum – Year 8Writing
Students create texts for different purposes selecting language to influence audience response. They understand how the selection of language features builds cohesion in texts by clearly showing
connections between ideas and information. They explain the effectiveness of language choices used to influence readers, viewers and listeners. Through combining ideas, images and language features from other texts they show how ideas can be expressed in new ways. When creating and editing texts they take into account intended purposes, the needs and interests of audiences, selecting vocabulary and using accurate spelling and punctuation to create specific effects.
The VELS descriptor is much more specific and provides examples of the types of writing student produce. The AC continues its move into analysis of language through the verb ‘explain’.
VELS Level 5
Writing
At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.
Year 10 Achievement Standard
Australian Curriculum – Year 10Writing
Students create a wide range of texts to articulate complex ideas. They show how the selection of language features can achieve precision and stylistic effect. They develop cohesive and logical arguments that explain different viewpoints, attitudes and perspectives. In creating texts students experiment with language features, stylistic devices, text structures and images to develop their own style. Students vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
The Australian Curriculum also emphasises sophistication and complexity without giving as many specifics as the VELS descriptor.
The Australian Curriculum has no explicit mention of ITC relying on its inclusion as a General Capability
VELS – Level 6
Writing
At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, webpages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity.
ACARA Website Support
http://www.australiancurriculum.edu.au/Home Australian Curriculum Home Page
http://www.acara.edu.au/default.aspACARA’s Home Page
Australian Curriculum quick link
Curriculum Menu
English Curriculum Home Page
http://www.australiancurriculum.edu.au/English/Rationale
Organisation Tab
F-10 Curriculum Tab
F-10 Curriculum Page
Year Level Description
Achievement Standard
Year Content Description by Strand and Sub-Strand
Content Description Statements
Clickable Content Description for the Language Strand, Sub-Strand Language variation and change. Click on the Descriptor to go to an Elaboration of that Descriptor.
Elaboration of Course Content
Elaboration: provides extra information about the Course Content linking it to General Capabilities, Cross Curriculum Priorities and Modes of the English Curriculum
Elaboration of Content Description
Summary of New Vocabulary
• Strands
• Language
• Literature
• Literacy
• Sub-Strands
• Overarching Principles
• General Capabilities
• Cross Curriculum Priorities
• Modes
• Reading and Viewing
• Listening and Speaking
• Writing
• Year Level Descriptions
• Course Content
• Elaborations
• Achievement Standards
http://www.australiancurriculum.edu.au/Home
