Ac English Yr7

Year 7 English
Australian Curriculum in Queensland
February 2013 (amended March 2015)
150903
Amendments notice: March 2015
Accessing current QCAA resources
Resources referred to in this document may have been updated or replaced.
Please always check the QCAA website for the most current resources to support the
implementation of the Australian Curriculum: English: www.qcaa.qld.edu.au/13655.html.
Summary of amendments, March 2015
• Section 2.2.1 Year 7 standards elaborations
Table 4: The Year 7 standards elaborations removed; replaced with link to updated
standards elaborations on the QCAA website; subsequent tables renumbered.
• Appendix 1: English standards elaborations terms table removed.
Updated term definitions are available as part of the standards elaborations web
documents.
• Table of contents updated.
Year 7 English — Australian Curriculum in Queensland

© The State of Queensland (Queensland Studies Authority) 2015
Selected materials in this publication are drawn from the Australian Curriculum and are
used under a Creative Commons attribution non-commercial share-alike licence.
This material is presented in blue text.
Queensland Studies Authority

Level 7, 154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
Phone: (07) 3864 0299

Fax: (07) 3221 2553
Email: [email protected]
Website: www.qsa.qld.edu.au
ii
Contents
Amendments notice: March 2015 ........................................................................................... ii
1. Overview ................................................................................. 1
1.1 Rationale ............................................................................................................. 1
1.2 Aims .................................................................................................................... 2
1.3 English in Queensland K–12 ................................................................................ 2
2. Curriculum .............................................................................. 4
2.1 Australian Curriculum content .............................................................................. 4
2.1.1 Australian Curriculum: English Year 7 content descriptions ............................. 5
2.1.2 General capabilities ...........................................................................................9
2.1.3 Cross-curriculum priorities ..............................................................................15
2.2 Achievement standards ..................................................................................... 16
2.2.1 Year 7 standard elaborations ..........................................................................17
2.3 Planning in the English learning area ................................................................. 18
2.3.1 Time allocation ................................................................................................18
2.3.2 Principles for effective planning ......................................................................18
2.3.3 Elements of effective planning for alignment ..................................................19
2.3.4 Identifying curriculum ......................................................................................20
2.3.5 Developing assessment ..................................................................................20
2.3.6 Sequencing teaching and learning ..................................................................21
2.3.7 Educational equity ...........................................................................................27
3. Assessment .......................................................................... 28
3.1 Standards-based assessment............................................................................ 28
3.2 School-based assessment ................................................................................. 28
3.3 Developing an assessment program .................................................................. 29
3.4 Year 7 English assessment folio ........................................................................ 30
3.4.1 Assessment techniques, formats and categories ...........................................31
3.4.2 Assessment conditions....................................................................................32
3.4.3 Developing assessments ................................................................................34
3.5 Making judgments.............................................................................................. 36
3.6 Using feedback .................................................................................................. 37
4. Reporting .............................................................................. 38
4.1 Reporting standards .......................................................................................... 38
4.2 Making an on-balance judgment on a folio ......................................................... 40
4.2.1 Making an on-balance judgment for mid-year reporting ................................. 41
4.2.2 Applying the Australian Curriculum achievement standards .......................... 42
4.3 Moderation......................................................................................................... 43
Appendix 1: Glossary .................................................................................... 44
Appendix 2: Principles of assessment ......................................................... 45
1. Overview
Year 7 English: Australian Curriculum in Queensland provides an overview of the
Australian Curriculum learning area within the context of a Kindergarten to Year 12
approach. It supports teachers’ capacity by providing clarity about the focus of teaching and
learning and the development of assessment to determine the quality of student learning. It
maintains flexibility for schools to design curriculum that suits their specific contexts and
scope for school authorities and school priorities to inform practice.
This document includes:
Curriculum requirements Advice, guidelines and resources
Rationale Planning teaching and learning

Aims Standards elaborations, A to E
Australian Curriculum content Assessment advice and guidelines
Achievement standards Reporting advice and guidelines
Requirements are taken directly from the Advice, guidelines and resources are based on
Australian Curriculum: English (v4.1) developed the Australian Curriculum Year level descriptions
by the Australian Curriculum, Assessment and and organisation sections. They have been
Reporting Authority (ACARA). developed by the Queensland Studies Authority
(QSA) to assist teachers in their planning and
This material is presented in blue text. assessment and include links to
Links to Australian Curriculum support materials Queensland-developed supporting resources,
are also provided where appropriate. exemplars and templates.
1.1 Rationale
The study of English is central to the learning and development of all young Australians. It
helps create confident communicators, imaginative thinkers and informed citizens. It is
through the study of English that individuals learn to analyse, understand, communicate
with and build relationships with others and with the world around them. The study of
English helps young people develop the knowledge and skills needed for education,
training and the workplace. It helps them become ethical, thoughtful, informed and active
members of society. In this light it is clear that the Australian Curriculum: English plays an
important part in developing the understanding, attitudes and capabilities of those who will
take responsibility for Australia’s future.
Although Australia is a linguistically and culturally diverse country, participation in many
aspects of Australian life depends on effective communication in Standard Australian
English. In addition, proficiency in English is invaluable globally. The Australian Curriculum:
English contributes both to nation-building and to internationalisation.
The Australian Curriculum: English also helps students to engage imaginatively and
critically with literature to expand the scope of their experience. Aboriginal and Torres Strait
Islander peoples have contributed to Australian society and to its contemporary literature
and its literary heritage through their distinctive ways of representing and communicating
knowledge, traditions and experience. The Australian Curriculum: English values, respects
and explores this contribution. It also emphasises Australia’s links to Asia.
Queensland Studies Authority February 2013 (amended March 2015) | 1

1.2 Aims
The Australian Curriculum: English aims to ensure that students:
• learn to listen to, read, view, speak, write, create and reflect on increasingly complex
and sophisticated spoken, written and multimodal texts across a growing range of
contexts with accuracy, fluency and purpose
• appreciate, enjoy and use the English language in all its variations and develop a sense
of its richness and power to evoke feelings, convey information, form ideas, facilitate
interaction with others, entertain, persuade and argue
• understand how Standard Australian English works in its spoken and written forms and
in combination with non-linguistic forms of communication to create meaning
• develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an
informed appreciation of literature.
1.3 English in Queensland K–12

The K–12 curriculum in Queensland is aligned to the goals for Australian schooling, as
expressed in the Melbourne Declaration on Educational Goals for Young Australians*.
These goals are:
• Goal 1 — Australian schooling promotes equity and excellence
• Goal 2 — All young Australians become:
− successful learners
− confident and creative individuals
− active and informed citizens.
To achieve these goals, the declaration commits to the development of a world-class
curriculum that will enable every student to develop:
• a solid foundation of understanding, skills and values on which further learning and adult
life can be built
• deep knowledge, understanding, skills and values that will enable advanced learning
and an ability to create new ideas and translate them into practical applications
• general capabilities that underpin flexible and analytical thinking, a capacity to work with
others and an ability to move across subject disciplines to develop new expertise.
There is an expectation that students will have learning opportunities in Australian
Curriculum: English across P–10.
* Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration
on Educational Goals for Young Australians, viewed October 2012,
<www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_
Australians.pdf>.
2 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Figure 1 below shows the progression of the English learning area K–12 in Queensland,
and includes the Queensland kindergarten learning guideline, the Prep to Year 10
Australian Curriculum and the current Queensland senior secondary courses.
Figure 1: K–12 English Curriculum

2. Curriculum
The Australian Curriculum sets out what all young people should be taught through the
specification of curriculum content and achievement standards.
The Australian Curriculum content and achievement standards are the mandatory
aspects of the Australian Curriculum.
2.1 Australian Curriculum content

The Australian Curriculum content has three components: content descriptions
(section 2.1.1), general capabilities (section 2.1.2) and cross-curriculum priorities
(section 2.1.3).
Schools design their programs to give students opportunities to develop their knowledge,
understanding and skills in each of the three components.
Figure 2: Three components of the Australian Curriculum: English
Content descriptions:
Disciplinary learning
(section 2.1.1)
The Australian Curriculum: English content
descriptions describe the knowledge,
understanding and skills that teachers are
expected to teach and students are expected to
learn.
The content in English is organised as:
• strands: Language, Literature and Literacy
focus on developing students’ knowledge,
understanding and skills in the language
modes of listening, reading, viewing,
speaking/signing, writing and creating.
• sub-strands: a sequence of development
for knowledge, understanding and skills
within the strand.
Content elaborations illustrate and exemplify
content. These elaborations are not a
requirement for the teaching of the Australian
Curriculum.
Cross-curriculum priorities: General capabilities:

Contemporary issues (section 2.1.3) Essential 21st-century skills
The three cross-curriculum priorities provide contexts for learning: (section 2.1.2)
Aboriginal and Torres Strait Islander histories and cultures — to These seven capabilities can be divided into two
gain a deeper understanding of, and appreciation for, Aboriginal and groups:
Torres Strait Islander histories and cultures and the impact they have capabilities that support students to be
had, and continue to have, on our world successful learners — Literacy, Numeracy,
Asia and Australia’s engagement with Asia — to develop a better Information and communication technology (ICT)
understanding and appreciation of Australia’s economic, political and capability, and Critical and creative thinking
cultural interconnections to Asia capabilities that develop ways of being,
Sustainability — to develop an appreciation for more sustainable behaving and learning to live with others —
patterns of living, and to build capacities for thinking, valuing and Personal and social capability, Ethical
acting that are necessary to create a more sustainable future. understanding and Intercultural understanding.

2.1.1 Australian Curriculum: English Year 7 content
descriptions
The content descriptions at each year level set out the knowledge, understanding and skills
that teachers are expected to teach and students are expected to learn. They do not
prescribe approaches to teaching.
In English, the content descriptions are organised using three interrelated strands:
Language, Literature and Literacy. The strands present a sequence of development of
knowledge, understanding and skills in the language modes: listening, reading, viewing,
speaking/signing, writing and creating across the year levels.
Each strand is organised by sub-strands that provide more detail about the content.
Table 1: Strands and sub-strands
Language Literature Literacy
Knowing about the English Understanding, Expanding the repertoire of
language appreciating, responding to, English usage
analysing and creating
literature
Language variation and Literature and context Texts in context
change
Language for interaction Responding to literature Interacting with others
Text structure and Examining literature Interpreting, analysing and
organisation evaluating
Expressing and developing Creating literature Creating texts
ideas
Teaching and learning programs should balance and integrate all three strands.
Integration is supported by the clear relationships across the sub-strands.
(See section 2.3 Planning in the English learning area)

Australian Curriculum: English Year 7 strands, sub-strands and content
descriptions
Students extend their Students analyse various Students engage with a
understandings of how kinds of literary texts and variety of genres and
language works and learn develop understandings of language modes and apply
to transfer understandings how such texts can be their understandings of
of language to different discussed and analysed. narrative, theme, purpose,
contexts. Students develop The notion of ‘valuing’ context and argument. They
understandings of the certain texts as ‘literature’ is defend their ideas of what
requirements of different discussed. Students apply makes a text appropriate in
types of texts and represent what they have learnt about written and oral modes.
both personal and literature when creating
increasingly abstract ideas their own texts.
in a variety of ways.
Language variation Literature and context Texts in context

and change
Understand the way Identify and explore ideas Analyse and explain the
language evolves to reflect and viewpoints about effect of technological
a changing world, events, issues and innovations on texts,
particularly in response to characters represented in particularly media texts
the use of new technology texts drawn from different (ACELY1765)
for presenting texts and historical, social and
communicating cultural contexts
(ACELA1528) (ACELT1619)
Language for interaction Responding to literature Interacting with others

Understand how accents, Reflect on ideas and Identify and discuss main
styles of speech and idioms opinions about characters, ideas, concepts and points
express and create settings and events in of view in spoken texts to
personal and social literary texts, identifying evaluate qualities, for
identities (ACELA1529) areas of agreement and example the strength of an
difference with others and argument or the lyrical
justifying a point of view power of a poetic rendition
(ACELT1620) (ACELY1719)
Understand how language Compare the ways that Use interaction skills when
is used to evaluate texts language and images are discussing and presenting
and how evaluations about used to create character, ideas and information,
a text can be substantiated and to influence emotions selecting body language,
by reference to the text and and opinions in different voice qualities and other
other sources types of texts (ACELT1621) elements, (for example
(ACELA1782) music and sound) to add
interest and meaning
(ACELY1804)
Discuss aspects of texts, for Plan, rehearse and deliver
example their aesthetic and presentations, selecting and
social value, using relevant sequencing appropriate
and appropriate content and multimodal
metalanguage elements to promote a point
(ACELT1803) of view or enable a new
way of seeing
(ACELY1720)

Text structure Examining literature Interpreting,

and organisation analysing and evaluating
Understand and explain Recognise and analyse the Analyse and explain the
how the text structures and ways that characterisation, ways text structures and
language features of texts events and settings are language features shape
become more complex in combined in narratives, and meaning and vary
informative and persuasive discuss the purposes and according to audience and
texts and identify underlying appeal of different purpose (ACELY1721)
structures such as approaches (ACELT1622)
taxonomies, cause and
effect, and extended
metaphors (ACELA1531)
Understand that the Understand, interpret and Use prior knowledge and
coherence of more complex discuss how language is text processing strategies to
texts relies on devices that compressed to produce a interpret a range of types of
signal text structure and dramatic effect in film or texts (ACELY1722)
guide readers, for example drama, and to create layers
overviews, initial and of meaning in poetry, for
concluding paragraphs and example haiku, tankas,
topic sentences, indexes or couplets, free verse and
site maps or breadcrumb verse novels (ACELT1623)
trails for online texts
(ACELA1763)
Understand the use of Use comprehension
punctuation to support strategies to interpret,
meaning in complex analyse and synthesise
sentences with ideas and information,
prepositional phrases and critiquing ideas and issues
embedded clauses from a variety of textual
(ACELA1532) sources (ACELY1723)
Compare the text structures
and language features of
multimodal texts, explaining
how they combine to
influence audiences
(ACELY1724)
Expressing and Creating literature Creating texts

developing ideas
Recognise and understand Create literary texts that Plan, draft and publish
that subordinate clauses adapt stylistic features imaginative, informative and
embedded within noun encountered in other texts, persuasive texts, selecting
groups/phrases are a for example, narrative aspects of subject matter
common feature of written viewpoint, structure of and particular language,
sentence structures and stanzas, contrast and visual, and audio features
increase the density of juxtaposition (ACELT1625) to convey information and
information (ACELA1534) ideas (ACELY1725)

Understand how modality is Experiment with text Edit for meaning by
achieved through structures and language removing repetition, refining
discriminating choices in features and their effects in ideas, reordering sentences
modal verbs, adverbs, creating literary texts, for and adding or substituting
adjectives and nouns example, using rhythm, words for impact
(ACELA1536) sound effects, monologue, (ACELY1726)
layout, navigation and
colour (ACELT1805)
Analyse how point of view Consolidate a personal
is generated in visual texts handwriting style that is
by means of choices, for legible, fluent and automatic
example gaze, angle and and supports writing for
social distance extended periods
(ACELA1764) (ACELY1727)
Investigate vocabulary Use a range of software,
typical of extended and including word processing
more academic texts and programs, to confidently
the role of abstract nouns, create, edit and publish
classification, description written and multimodal texts
and generalisation in (ACELY1728)
building specialised
knowledge through
language (ACELA1537)
Understand how to use
spelling rules and word
origins, for example Greek
and Latin roots, base
words, suffixes, prefixes,
spelling patterns and
generalisations to learn new
words and how to spell
them (ACELA1539) †
Content elaborations
Content elaborations illustrate and exemplify content and assist teachers in developing a
common understanding of the content descriptions. The elaborations are not a requirement
for the teaching of the Australian Curriculum. They are not individualised teaching points
intended to be taught to all students.
†
Codes included with the Australian Curriculum content descriptions relate to hyperlinks into the Australian
Curriculum website <www.australiancurriculum.edu.au/English/Curriculum/F-10>. Each unique identifier
provides the user with the content description, content elaboration, and links to general capabilities, cross-
curriculum priorities and modes.

2.1.2 General capabilities
The general capabilities are embedded in the content descriptions. The seven capabilities
can be divided into two broad groups. These broad groups include capabilities that:
• support students to be successful learners: Literacy, Numeracy, Information and
communication technology (ICT) capability, and Critical and creative thinking
• develop ways of being, behaving and learning to live with others: Personal and social
capability, Ethical understanding and Intercultural understanding.
Each of the general capabilities can be relevant to teaching and learning in English and
explicit teaching of the capabilities should be incorporated in teaching and learning
activities where appropriate.
See also: www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-Australian-Curriculum
Literacy capability and Literacy strand
The teaching of literacy skills is essential for students in all learning areas and this is
recognised in the Australian Curriculum through the Literacy capability.
Literacy has a central place in English programs. The development of literacy is explicitly
described in the Literacy strand. Teachers of English have a particular responsibility for the
explicit teaching of literacy skills.
In both the Literacy strand and the Literacy capability, literacy refers to reading, writing,
creating, speaking/signing, listening and viewing for a range of purposes and in a range of
contexts. In the 21st century, literacy also includes skills in the use and creation of texts
using new technologies, multimedia, and visual and digital texts.
In English programs, literacy is developed through the specific study of the English
language in all its forms, enabling students to understand how the English language works.
Students learn literacy knowledge and skills as they critically assess writers’ opinions,
biases and intents; they apply their literacy capability when they interpret and make
increasingly sophisticated language choices in their own texts.

Australian Curriculum literacy continuum
The Australian Curriculum literacy continuum is a resource to support teachers in all
learning areas to develop and monitor students’ literacy abilities. The continuum is
organised as Levels 1 to 6 that typically, but not exclusively, align with years of schooling to
emphasise that the continuum presents a sequence of learning independent of student
age:
• Level 1 — typically by the end of Foundation Year
• Level 2 — typically by the end of Year 2
• Level 6 — typically by the end of Year 10.
The organising elements for Literacy are described in the following way:
See also:
www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Introduction/Introduction
P–10 Literacy Indicators
The QSA P–10 Literacy Indicators are aligned to the Australian Curriculum (v4.1) and
informed by data from Queensland performance on national assessment. The Indicators
are organised as Year level descriptions and provide specific detail to support planning for,
and monitoring of, students’ literacy knowledge, understanding and skills across the
learning areas. For further information, see: www.qsa.qld.edu.au/17929.html.

Table 2: General capabilities that support students to be successful learners are embedded in the English content descriptions where
appropriate.
Definition In English Links
Numeracy Students become numerate as Students use numeracy skills when interpreting, analysing and ACARA Numeracy
they develop the knowledge and creating texts involving quantitative and spatial information such capability continua
skills to use mathematics as percentages and statistics, numbers, measurements and www.australiancurriculum.
confidently across all learning directions. When responding to or creating texts that present edu.au/GeneralCapabilitie
areas at school and in their lives issues or arguments based on data, students identify, analyse s/Numeracy/Introduction/I
more broadly. Numeracy and synthesise numerical information using that understanding ntroduction
involves students in recognising to discuss the credibility of sources. QSA Numeracy Indicators
and understanding the role of Visual texts may present a range of numeracy demands. www.qsa.qld.edu.au/1792
mathematics in the world and 9.html
Interpreting and creating graphic organisers requires students to
having the dispositions and examine relationships between various components of a
capacities to use mathematical situation and to sort information into categories including
knowledge and skills characteristics that can be measured or counted. Understanding
purposefully. the mathematical ideas behind visual organisers such as Venn
diagrams or flowcharts helps students to use them more
effectively.

ICT capability Students develop ICT capability ICT capability is an important component of the English ACARA ICT capability
as they learn to use ICT curriculum. Students use ICT when they interpret and create continua
effectively and appropriately to print, visual and multimodal texts. They use communication www.australiancurriculum.
access, create and technologies when they conduct research online, and edu.au/GeneralCapabilitie
communicate information and collaborate and communicate with others electronically. In s/Information-and-
ideas, solve problems and work particular, they employ ICT to access, analyse, modify and Communication-
collaboratively in all learning create multimodal texts, including through digital publishing. Technology-
areas at school, and in their capability/Introduction/Intr
As students interpret and create digital texts, they develop their oduction
lives beyond school. ICT capability in ICT including word processing, navigating and
capability involves students in following research trails and selecting and evaluating information
learning to make the most of the found online.
technologies available to them,
adapting to new ways of doing
things as technologies evolve
and limiting the risks to
themselves and others in a
digital environment.
Critical and Students develop capability in Critical and creative thinking are essential to developing ACARA Critical and
creative thinking critical and creative thinking as understanding in English. Students employ critical and creative creative thinking capability
they learn to generate and thinking through discussions, the close analysis of texts and continua
evaluate knowledge, clarify through the creation of their own written, visual and multimodal www.australiancurriculum.
concepts and ideas, seek texts that require logic, imagination and innovation. Students use edu.au/GeneralCapabilitie
possibilities, consider creative thinking when they imagine possibilities, plan, explore s/Critical-and-creative-
alternatives and solve problems. and create ideas and texts. thinking/Introduction/Intro
Critical and creative thinking are duction
Through listening to, reading, viewing, creating and presenting
integral to activities that require texts and interacting with others, students develop their ability to
students to think broadly and see existing situations in new ways, and explore the creative
deeply using skills, behaviours possibilities of the English language. In discussion students
and dispositions such as develop critical thinking as they state and justify a point of view
reason, logic, resourcefulness, and respond to the views of others. Through reading, viewing
imagination and innovation in all and listening students critically analyse the opinions, points of
learning areas at school and in view and unstated assumptions embedded in texts.
their lives beyond school.

Table 3: General capabilities that develop ways of being, behaving and learning to live with others are embedded in the English content
descriptions where appropriate.
Personal and social Students develop personal and There are many opportunities for students to develop personal ACARA Personal and
capability social capability as they learn to and social capability in English. Language is central to personal social capability continua
understand themselves and and social identity. Using English to develop communication www.australiancurriculum.
others, and manage their skills and self-expression assists students’ personal and social edu.au/GeneralCapabilitie
relationships, lives, work and development as they become effective communicators able to s/Personal-and-social-
learning more effectively. The articulate their own opinions and beliefs and to interact and capability/Introduction/Intr
personal and social capability collaborate with others. oduction
involves students in a range of The study of English as a system helps students to understand
practices including recognising how language functions as a key component of social
and regulating emotions, interactions across all social situations. Through close reading
developing empathy for and and discussion of texts students experience and evaluate a
understanding of others, range of personal and social behaviours and perspectives and
establishing positive develop connections and empathy with characters in different
relationships, making social contexts.
responsible decisions, working
effectively in teams and
handling challenging situations
constructively.

Ethical Students develop the capability Students develop ethical understanding as they study the issues ACARA Ethical
understanding to behave ethically as they and dilemmas present in a range of texts and explore how understanding capability
identify and investigate the ethical principles affect the behaviour and judgment of continua
nature of ethical concepts, characters and those involved in issues and events. Students www.australiancurriculum.
values, character traits and apply the skills of reasoning, empathy and imagination, consider edu.au/GeneralCapabilitie
principles, and understand how and make judgments about actions and motives, and speculate s/Ethical-
reasoning can assist ethical on how life experiences affect and influence people’s decision understanding/Introductio
judgment. Ethical understanding making and whether various positions held are reasonable. n/Introduction
involves students in building a The study of English helps students to understand how
strong personal and socially language can be used to influence judgments about behaviour,
oriented ethical outlook that speculate about consequences and influence opinions and that
helps them to manage context, language can carry embedded negative and positive
conflict and uncertainty, and to connotations that can be used in ways that help or hurt others.
develop an awareness of the
influence that their values and
behaviour have on others.
Intercultural Students develop intercultural Students develop intercultural understanding through the study ACARA Intercultural
understanding understanding as they learn to of the English language and the ways it has been influenced by understanding capability
value their own cultures, different cultural groups, languages, speakers and writers. In continua
languages and beliefs, and interpreting and analysing authors’ ideas and positions in a www.australiancurriculum.
those of others. They come to range of texts in English and in translation to English, they learn edu.au/GeneralCapabilitie
understand how personal, group to question stated and unstated cultural beliefs and s/Intercultural-
and national identities are assumptions, and issues of intercultural meaning. understanding/Introductio
shaped, and the variable and n/Introduction
Students use Intercultural understanding to comprehend and
changing nature of culture. The create a range of texts, that present diverse cultural
capability involves students in perspectives and to empathise with a variety of people and
learning about and engaging characters in various cultural settings.
with diverse cultures in ways
that recognise commonalities
and differences, create
connections with others and
cultivate mutual respect.

2.1.3 Cross-curriculum priorities
The Australian Curriculum gives special attention to three cross-curriculum priorities about
which young Australians should learn in all learning areas. The priorities provide contexts
for learning. The three priorities are Aboriginal and Torres Strait Islander histories and
cultures, Asia and Australia’s engagement with Asia, and Sustainability.
Aboriginal and Torres Strait

Asia and Australia's
Islander histories and Sustainability
engagement with Asia
cultures
The English curriculum provides The English curriculum enables The English curriculum develops
opportunities for strengthening and students to explore and students’ skills to investigate,
deepening students’ knowledge, appreciate the diverse range of analyse and communicate ideas
understanding and appreciation of traditional and contemporary and information, and to
the first peoples of the land and texts from and about the peoples advocate, generate and
their contributions to Australian and countries of Asia, including evaluate actions. They
society and cultures by including texts written by Australians of interrogate a range of texts to
relevant aspects of Aboriginal and Asian heritage. It enables shape their decision making and
Torres Strait Islander languages, students to understand how create texts that inform and
literatures and literacies to: Australian culture and the English persuade others. These skills
• enhance understanding of language have been influenced can be demonstrated through
English literacy through by the many Asian languages developing and sharing
knowing there are many used in Australian homes, knowledge about social,
languages and dialects spoken classrooms and communities. economic and ecological
in Australia including Aboriginal systems and world views that
In English, students draw on
English and Yumplatok (Torres promote social justice and
knowledge of the Asia region,
Strait Islander Creole) and that
including literature, to influence sustainable futures.
these languages may have
different writing systems and and enhance their own creative
oral traditions pursuits. They develop
• develop an awareness and communication skills that reflect
appreciation of, and respect for cultural awareness and
the literature of Aboriginal and intercultural understanding.
Torres Strait Islander Peoples
including storytelling traditions
(oral narrative) as well as
contemporary literature
• develop respectful critical
understandings of the social,
historical and cultural contexts
associated with different uses
of language and textual
features.
For further information and For further information and For further information and
resources to support planning to resources to support planning to resources to support planning
include the cross-curriculum include the cross-curriculum to include the cross-curriculum
priority Aboriginal and Torres priority Asia and Australia’s priority Sustainability, see:
Strait Islander histories and engagement with Asia, see: www.australiancurriculum.edu.
cultures, see: www.asiaeducation.edu.au/aust_ au/CrossCurriculumPriorities
www.qsa.qld.edu.au/downloads/a curr_strategy_landing_page.html
ust_curric/ac_ccp_atsi_cultures_e
nglish.pdf

2.2 Achievement standards
The Australian Curriculum is standards-based.
The Australian Curriculum achievement standards are a mandatory aspect of the
Australian Curriculum for schools to implement.
The Australian Curriculum achievement standards are organised as Understanding and
Skills and describe a broad sequence of expected learning, across P–10. The achievement
standard emphasises the depth of conceptual understanding, the sophistication of skills
and the ability to apply essential knowledge students typically demonstrate at the end of
each teaching and learning year. The achievement standard should be read in conjunction
with the content descriptions.
Figure 3: By the end of Year 7, students are expected to typically know and be able
to do the following:
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. Receptive modes relate to
understanding and skills in
Students explain issues and ideas from a variety of listening, reading and viewing.
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/signing, 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. Productive modes relate to
understanding and skills in
Students create structured and coherent texts for a speaking/signing, writing and
range of purposes and audiences. They make creating.
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.

2.2.1 Year 7 standard elaborations
The Year 7 standard elaborations provide a basis for judging how well students have
demonstrated what they know, understand and can do using the Australian Curriculum
achievement standard. It is a resource to assist teachers to make consistent and
comparable evidence-based A to E judgments. The standard elaborations should be used
in conjunction with the Australian Curriculum achievement standard and content
descriptions for the relevant year level.
Teachers can use the standard elaborations to:
• match the evidence of learning in a folio or collection of student work gathered over the
reporting period to determine how well a student has achieved against the achievement
standard on a five-point scale (See section 4)
• inform the development of an assessment program and individual assessments
(See section 3.3)
• inform the development of task-specific standards (See sections 3.4 and 3.5)
The structure of the English standard elaborations
Amendment: March 2015

Standards elaborations have been updated and are available from the QCAA website in
both Word and PDF formats: www.qcaa.qld.edu.au/27953.html.

2.3 Planning in the English learning area
Schools plan their curriculum and assessment using the Australian Curriculum content
descriptions and achievement standards.
Curriculum and assessment planning within schools occurs at three levels:
• Whole school plan
www.qsa.qld.edu.au/downloads/p_10/ac_plan_implementing.pdf
• Year level plan / Multiple year level plan
www.qsa.qld.edu.au/downloads/p_10/ac_p10_year_level_planning.pdf
www.qsa.qld.edu.au/downloads/p_10/ac_p10_multi_year_level_plan.pdf
• Unit overview / Unit overview planning for multiple year levels
www.qsa.qld.edu.au/downloads/p_10/ac_p10_unit_overview_planning.pdf
www.qsa.qld.edu.au/downloads/p_10/ac_p10_multi_unit_overview_plan.pdf
For planning templates and Year 7 English exemplar year and unit plans, see:
www.qsa.qld.edu.au/yr7-english-resources.html
2.3.1 Time allocation

Indicative time allocations support schools in planning teaching and learning experiences
using the Australian Curriculum: English. Schools may decide to timetable more hours for a
learning area.
The indicative time allocations are presented as two sets of minimum hours per year that
provide reasonable flexibility. In Year 7, the minimum number of hours for teaching,
learning and assessment per year for the Australian Curriculum: English is:
• at least 111 hours per year where there are 37 teaching weeks available in the year
• at least 120 hours per year where there are 40 teaching weeks available in the year.
See www.qsa.qld.edu.au/downloads/early_middle/ac_time_alloc_entitlement_advice.pdf
2.3.2 Principles for effective planning

The principles that underpin effective curriculum and assessment planning include:
• High expectations for all students — High student expectations are built on
differentiation of teaching and learning for all students in single and multiple year-level
contexts.
• Alignment of teaching and learning, and assessment and reporting — Curriculum and
assessment planning is thoughtful and ensures that all parts are connected. Plans are
reviewed regularly to inform future planning, teaching, learning and assessment.
• Standards- and school-based assessment for learning — Teachers use standards to
build a shared understanding of the qualities found in student work, and to communicate
student achievement to students, parents/carers and the system.
• Balance of informed prescription and teacher professional judgment — Teachers
exercise their professional judgment and make decisions about teaching and learning in
their school within the context of the Australian Curriculum and system and sector
priorities.

2.3.3 Elements of effective planning for alignment
Curriculum and assessment planning is guided by five interdependent elements of
professional practice. These five elements can be used in any sequence but all should be
considered:
• Identify curriculum
• Develop assessment
• Sequence teaching and learning
• Make judgments
• Use feedback
Figure 4: The five elements for effective curriculum and assessment planning
Use feedback Identify curriculum (section 2.3.4)

(sections 3.6 and 4) The Australian Curriculum content and achievement
Students receive regular feedback through monitoring, which standards are the basis for planning teaching, learning and
provides ongoing feedback as part of the teaching and learning assessment.
process. Formal feedback is provided to students and their
parents/carers at the time of reporting. Teachers use feedback
to inform their planning for teaching and learning.
Develop
assessment
(section 3)
Assessment is an
integral part of teaching
and learning. The
assessment provides the
evidence of student
learning on which
judgments can be made
Make judgments against the achievement
(sections 2.2, 3.5 and standard.
4.2)
Judgment about evidence of
student learning is made
against the Australian
Curriculum content and
achievement standard. The
standard elaborations assist Sequence teaching and learning
teachers in making judgments (section 2.3.6)
A to E and in identifying the The selection and sequence of learning experiences
task-specific standards. and teaching strategies support student learning of
the curriculum content and work towards providing
evidence of achievement through assessment.

Planning that considers these five elements strengthens alignment and ensures that:
• what is taught informs how it is taught, how students are assessed and how the learning
is reported
• what is assessed relates directly to what students have had an opportunity to learn
• specific feedback, based on what has been learnt and assessed, provides a basis for
decisions about continuous improvement in teaching and learning
• what is reported to students, parents/carers and other teachers aligns with what has
been learnt.
2.3.4 Identifying curriculum

Year 7 English teaching and learning programs are developed from the:
• Year 7 Australian Curriculum: English content descriptions to:
− determine the scope of learning and ensure all required learning is included
− identify relevant general capabilities
− determine appropriate contexts for teaching and learning, including the
cross-curriculum priorities
• Year 7 Australian Curriculum: English achievement standard to identify the expected
and valued qualities of student work.
When planning a teaching and learning program, consider:
• What am I required to teach?
• What should students have the opportunity to learn?
• What are the expected and valued qualities of student work?
See the English scope and sequence developed by ACARA available at:
www.australiancurriculum.edu.au/australian%20curriculum.pdf?Type=0&s=E&e=ScopeAnd
Sequence.
2.3.5 Developing assessment

Assessment provides the evidence of learning. An assessment program is planned at the
same time as the teaching and learning program and is developed using the content
descriptions and achievement standard.
When developing assessment, consider:
• What evidence of student learning do I need to collect?
• How and when will I collect the evidence of student learning?
See section 3 for advice about developing an assessment program.

2.3.6 Sequencing teaching and learning
Learning experiences and teaching strategies are selected and sequenced to support
active engagement in learning and to provide opportunities for students to engage with all
aspects of the curriculum content to develop their understanding and skills.
When sequencing teaching and learning, consider:
• How will I sequence teaching strategies and learning experiences to cover the
curriculum content, ensure depth of learning and support student success in the
assessment?
• How do I include opportunities for all my students to learn?
Figure 5: Learning experiences in English
Build on concepts, skills and processes developed in earlier years

The P–10 English curriculum builds students’ knowledge and understanding about
language, literacy and literature. English teaching and learning programs are recursive and
cumulative allowing students to practise, consolidate and extend what they have learned
from previous years. A concept or skill introduced at one year level may be revisited,
strengthened and extended at later year levels as needed.
See the English scope and sequence developed by ACARA available at:
www.australiancurriculum.edu.au/australian%20curriculum.pdf?Type=0&s=E&e=ScopeAnd
Sequence.
Integrate Language, Literature and Literacy
English teaching and learning programs balance and integrate the three strands:
Language, Literature and Literacy. Together the strands focus on developing students’
knowledge, understanding and skills in the language modes: listening, reading, viewing,
speaking/signing, writing and creating.
The language modes are incorporated in the content descriptions in each strand in an
integrated and interdependent way. Classroom contexts that address particular content
descriptions will draw from more than one of the language modes to support students’
effective learning. For example, students will learn new vocabulary through listening and
reading and apply their knowledge and understanding in their speaking/signing and writing
as well as in their comprehension of both spoken and written texts.

The relationships across the sub-strands support an integrated approach.
Table 4: English strands and sub-strands

Knowing about the Understanding, Expanding the
English language appreciating, repertoire of English
responding to, usage
analysing and
creating literature
Language Literature Texts
variation and and context in context
change
Focus: Focus: Focus:
• Languages and • Ideas and • Texts from
dialects are viewpoints about different cultures
constantly evolving events, issues and or historical
due to historical, characters that are periods may reveal
social and cultural expressed by different patterns These sub-strands
changes, authors in texts in how they are concerned with
demographic are drawn from narrate, inform and historical, social and
movements and and shaped by persuade. cultural contexts
technological different historical, and change.
innovations. social and cultural
• These factors, and contexts.
new virtual
communities and
environments,
continue to affect
the nature and
spread of English.
Language for Responding to Interacting with

interaction literature others
• Language used by • Identify personal • Use language
individuals varies ideas, experiences patterns to express
according to their and opinions about ideas and key
social setting and literary texts and concepts to These sub-strands
the relationships discuss them with develop and are concerned with:
between the others. defend arguments, • listening and
participants. • Recognise areas individually and in speaking/signing
• Accents and styles of agreement and groups.
• interaction with
of speech and difference, and • Promote a point of others
idiom are part of how to develop view by designing,
the creation and and refine rehearsing and
• developing and
expression of interpretations delivering spoken presenting
personal and through discussion and written discussions and
social identities. and argument. presentations and arguments.
appropriately
selecting and
sequencing
linguistic and
multimodal
elements.

analysing and
creating literature
Text structure Examining Interpreting,
and organisation literature analysing
and evaluating
• Texts are • Explain and • Comprehend what
structured to analyse the ways is read and viewed
achieve particular in which stories, by applying
purposes. characters, growing
• Language is used settings and contextual,
to create texts that experiences are semantic,
are cohesive and reflected in grammatical and
coherent. particular literary phonic knowledge.
• Texts about genres and • Develop more
specialised topics discuss the appeal sophisticated
contain more of these genres. processes for
complex language • Compare and interpreting,
patterns and appraise the ways analysing, These sub-strands
features. authors use evaluating and are concerned with
• Authors guide the language and critiquing ideas, interpreting,
readers/viewers literary techniques information and analysing and
through the text and devices to issues from a evaluating texts.
through effective influence readers. variety of sources.
use of resources • Understand, • Explore the ways
at the level of the interpret, discuss conventions and
whole text, the and evaluate how structures are
paragraph and the certain stylistic used in written,
sentence. choices can create digital, multimedia
multiple layers of and cinematic
interpretation and texts to entertain,
effect. inform and
persuade
audiences.
• Use knowledge of
textual features to
explain how texts
make an impact on
different
audiences.

analysing and
creating literature
Expressing and Creating Creating
developing ideas literature texts
• Effective authors • Use personal • Apply knowledge
control and use an knowledge and developed in other
increasingly literary texts as strands and sub-
differentiated starting points to strands to create
range of clause create imaginative — with clarity,
structures, words writing in different authority and
and word groups, forms and genres novelty — a range
as well as and for particular of spoken, written
combinations of audiences. and multimodal
sound, image, • Use print, digital texts that entertain,
movement, verbal and online media inform and
elements and to develop skills persuade
layout. that convey audiences.
• The conventions, meaning, address • Strategically select
patterns and significant issues key aspects of a
generalisations and heighten topic as well as
that relate to engagement and language, visual
English spelling impact. and audio
involve the origins features.
of words, word • Edit for enhanced These sub-strands
endings, Greek meaning and are about the
and Latin roots, effect by refining productive mode
base words and ideas, reordering and how to use
affixes. sentences, adding language to create
or substituting imaginative,
words for clarity, informative and
and removing persuasive texts.
repetition
• Develop and
consolidate a
handwriting style
that is legible,
fluent and
automatic, and that
supports sustained
writing
• Use a range of
software
programs,
including word
processing
software, and
purposefully select
from a range of
functions to
communicate and
create clear,
effective,
informative and
innovative texts.

Include close study of texts
Close study involves engaging deeply with fewer texts and focusing on specific details in
the text that generate meaning, e.g. looking at the effects of such elements of meaning as
word choice, imagery, rhetorical devices, tone or atmosphere, point of view, sound effects,
allusions to other literary works, structure and so on. It includes consideration of structures,
layouts and graphics in order to fully understand and appreciate the issues and ideas in
texts. Examples of strategies for “close study” are found in the content description
elaborations. (See section 2.1.1. Click on the links to access content description
elaborations.)
Include a range and balance of texts
English teaching and learning programs focus on the study of texts.
Texts provide the means for communication. They can be written, spoken or multimodal,
and in print or digital/online forms. Multimodal texts combine language with other means of
communication such as visual images, soundtrack or spoken word, as in film or computer
presentation media.
English programs include opportunities for students to read, listen to and view a range and
balance of literary and non-literary texts that encourage their development as language
learners and users.
Students engage with the cross-curriculum priorities through the inclusion of the study of
texts from different times, places and cultures. Programs should include:
• Australian literature
• oral narrative traditions and contemporary literature of Aboriginal and Torres Strait
Islander peoples
• classic and contemporary world literature, including texts from and about Asia.
Table 5: Literary texts
Literary texts include contemporary and Year 7 literary texts

traditional texts that are seen as having In Year 7 (and in Year 8), literary texts support and
personal, social, cultural and aesthetic extend students as independent readers. They are
value and potential for enriching drawn from a range of realistic, fantasy, speculative
students’ scope of experience. Literary fiction and historical genres and involve some
texts use language in aesthetic, challenging and unpredictable plot sequences and
imaginative and engaging ways to a range of non-stereotypical characters.
entertain, to move, to reflect and to These texts explore themes of interpersonal
express, create, explore and challenge relationships and ethical dilemmas within real-world
identity. These texts include narrative and fictional settings and represent a variety of
and non-narrative forms. perspectives.
The term ‘literature’ refers to texts that Some examples of literary texts include:
are valued for their form and style and
are recognised as having enduring or • novels including excerpts from longer texts
artistic value. The literature strand is • short stories
aimed at encouraging teachers to use • plays (scripts and performances)
literary texts for close study or • poetry
comparative purposes to engage
• feature films
students in discussing, examining,
interpreting and evaluating texts whose • a variety of non-fiction.
primary purpose is aesthetic in Include a range of literary texts across a Years 7–8
increasingly sophisticated and informed program.
‘literary’ ways.

Table 6: Non-literary texts
Non-literary texts are contemporary, Year 7 non-literary texts

traditional and everyday texts that use In Year 7 (and in Year 8), non-literary texts provide
language (spoken/signed and written) to opportunities for students to develop
inform, explain, analyse, argue, understandings of how texts, including media texts,
persuade and give opinions; to are influenced by context, purpose and audience.
remember, recall and report on things, Language features include successive complex
events and issues; to transact and sentences with embedded clauses, unfamiliar
negotiate relationships, goods and technical vocabulary, figurative and rhetorical
services. language.
Text structures include chapters, headings and
subheadings, tables of contents, indexes and
glossaries and information supported by various
types of graphics presented in visual form.
Some examples of non-literary texts include:
• informative texts that present technical and
content information from various sources about
specialised topics
• everyday texts of work, family and community
life
• reflective texts
• popular culture texts
• documentary films.
Include a range of non-literary texts across a
Years 7–8 program.
For further information, including reading lists, see:

www.australiancurriculum.edu.au/English/Advice-on-selection-of-literary-texts
Include the general capabilities
The general capabilities are relevant to teaching and learning in English, and explicit
teaching of the capabilities should be incorporated in teaching and learning activities where
appropriate. Section 2.1.2 outlines how the general capabilities are an integral part of an
English program.
Embed meaningful contexts
Schools develop learning contexts to suit the content to be taught and their students’
interests and learning needs. It is important to actively engage students in learning that is
relevant and of interest to them. The focus or context for learning should connect with
issues of personal or social relevance to students. The cross-curriculum priorities provide
rich and engaging contexts for developing students’ abilities in listening, speaking/signing,
reading, viewing, writing and creating. (See section 2.1.3 for information about the
priorities).
Year 7 should include opportunities to:
• communicate with peers, teachers, individuals, groups and community members in a
range of face-to-face and online/virtual environments
• learn in familiar and unfamiliar contexts that relate to the school curriculum, local
community, regional and global contexts.

2.3.7 Educational equity
Equity means fair treatment of all. In developing teaching, learning and assessment
programs, teachers provide opportunities for all students to demonstrate what they know
and what they can do.
See the QSA Equity statement:
www.qsa.qld.edu.au/downloads/approach/qsa_equity_statement.pdf
Catering for diversity
Schools and school sectors determine which students require special provisions, applying
principles of participation and equity. Consideration should be given to:
• adjustments and supports for students who have been identified as having specific
educational requirements to make participation possible in all or part of the teaching and
learning experiences and assessments
• interpreter or educational devices (e.g. pictures, electronic whiteboards, interactive
devices) to assist students for whom English is not their first language and who are
assessed as not achieving a reading level appropriate to complete the assessment.
In exceptional circumstances, the school, in consultation with staff and parents/carers, may
make decisions about the level of student engagement with a particular assessment,
according to school sector policy.
Inclusive strategies
Adjustments to teaching, learning and assessment can be grouped into five broad areas:
timing, scheduling, setting, presentation and response.
Teachers consider the inclusive strategies to make adjustments to teaching and learning
experiences and assessments to enable all students to demonstrate their knowledge, skills
or competencies.
The inclusive strategies should be considered in combination when planning, developing
and documenting the adjustment of learning experiences and assessment. For example,
when planning an assessment, the teacher may need to consider adjusting the timing,
setting, presentation and response to ensure the student is given the opportunities to
demonstrate their learning.
Evaluating the use and effectiveness of any adjustment is necessary to ensure meaningful
student participation and achievement.
Further information and resources about inclusive strategies, see:
www.qsa.qld.edu.au/18307.html
English as an Additional Language or Dialect
Further information and resources about English as an Additional Language or Dialect, see:
• Overview and EAL/D Learning Progression
www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_
Teacher_Resource_05_06_12.pdf
• Annotated content descriptions: English Foundation to Year 10
www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_English_Revis
ed_06_05_12.pdf

3. Assessment
Assessment is an integral part of teaching and learning. It is the purposeful collection of
evidence about students’ achievements. An awareness of what learning is assessed and
how it is assessed helps both students and parents/carers develop an understanding of
what is valued and where to focus attention.
Assessment is used for a variety of purposes, but its most important use is in supporting
student learning.
Sufficient and suitable evidence is collected to enable fair judgments to be made about
student learning. Once the evidence is collected and analysed, it is summarised and
presented in ways that are meaningful and useful to:
• help students achieve the highest standards they can
• promote, assist and improve teaching and learning
• build a shared understanding of the qualities of student work and communicate
meaningful information about students’ progress and achievements to students,
teachers, parents/carers and the system.
See Appendix 2: Principles of assessment
3.1 Standards-based assessment

The Australian Curriculum is standards-based (see section 2.2).
Teacher judgment is guided by achievement standards that are fixed reference points used
to describe what is valued as important for young people to know, understand and do. The
standards describe the expected qualities of student work and give a common frame of
reference and a shared language to describe student achievement.
Standards-based assessment is an integral part of the teaching and learning process that
is planned and ongoing.
3.2 School-based assessment

School-based assessment involves individual teachers or groups of teachers making
informed decisions about what evidence of learning will be collected at suitable intervals as
part of the teaching and learning program.
School-based assessment puts teachers’ professional knowledge and practice at the
centre of aligning what is taught, how it is taught, how student learning is assessed and
how learning is reported.

3.3 Developing an assessment program
An assessment program is planned at the same time as the teaching and learning program
and is developed using the achievement standard and the content descriptions.
A planned assessment program will:
• guide and support targeted teaching and learning
• ensure students have opportunities to demonstrate the depth and breadth of their
learning in all aspects of the achievement standard
• provide regular feedback to students about how they can improve their learning
• clarify future teaching and learning needs
• ensure teachers have sufficient evidence of learning to make defensible on-balance
judgments about the quality of students’ work against the standard.
Table 7: Types and purposes of assessment that may be included in an assessment
program
Diagnostic assessment Assessment for learning

Provides opportunities to use assessment Enables teachers to use information about
to determine the nature of students’ student progress to inform their teaching,
learning as a basis for providing feedback e.g. using feedback from a previous unit to
or intervention, e.g. literacy and numeracy inform learning in the current unit
indicators
Formative assessment Assessment as learning

Focuses on monitoring to improve student Enables students to reflect on and monitor
learning, e.g. practising an assessment their own progress to inform their future
technique learning goals, e.g. opportunities to reflect
on an inquiry process
Summative assessment Assessment of learning
Indicates standards achieved at particular Assists teachers to use evidence of student
points for reporting purposes, e.g. an learning to assess student achievement
assessment that contributes to a reported against standards, e.g. the assessments
result contained in the targeted folio for reporting
The assessment program includes:

• a range and balance of assessment categories, techniques and conditions appropriate
for the learning area, the year level, the school context and the student cohort
• opportunities for students to become familiar with the assessment techniques and for
teachers to monitor student achievement and provide feedback to students.
The planned assessment program takes into account systemic assessment: in Year 7,
students are required to do the National Assessment Program — Literacy and Numeracy
(NAPLAN). For further information about NAPLAN, see: www.qsa.qld.edu.au/8017.html.
For fact sheets about assessment for learning, see:
• Assessment for learning — A new perspective
www.qsa.qld.edu.au/downloads/p_10/as_afl_new_perspective.doc
• Assessment for learning — Improving assessment pedagogy
www.qsa.qld.edu.au/downloads/p_10/as_afl_improv_pedagogy.doc
• Assessment for learning — School improvement
www.qsa.qld.edu.au/downloads/p_10/as_afl_school_improve.doc

• Assessment for learning — Student achievement
www.qsa.qld.edu.au/downloads/p_10/as_afl_student_achieve.doc
• Assessment for learning — Inclusive practice
www.qsa.qld.edu.au/downloads/p_10/as_afl_inclusive_practice.doc
• Assessment for learning — Developing student understanding
www.qsa.qld.edu.au/downloads/p_10/as_afl_dev_stud_understand.doc
3.4 Year 7 English assessment folio

The planned assessment program specifies the evidence of learning that is summative
assessment or assessment of learning and when it will be collected. This collection of
student responses to assessments makes up a targeted assessment folio.
The targeted assessment folio contains sufficient evidence of learning on which to make a
defensible on-balance judgment A to E (or equivalent five-point scale) about how well the
evidence of student learning matches the standard for the reporting period. (See
section 4.2 for advice and information about making an on-balance judgment on a folio of
work).
A Year 7 English assessment folio includes student responses that demonstrate
achievement in a range and balance of assessments designed to assess the identified
knowledge, understandings and skills in the achievement standard.
Table 8: Range and balance
Range and Balance

Range is informed by: Balance is achieved by including:
• content descriptions • all aspects of the curriculum content
across the three strands — Language,
Literature and Literacy
• assessment categories: • all aspects of the Australian
– written Curriculum achievement standard:
– spoken/signed Understanding and Skills in
responding to texts (receptive) and
– multimodal
creating texts (productive)
• assessment techniques • a variety of assessment categories,
(section 3.4.1): techniques and conditions.
– imaginative texts
– informative texts
– persuasive texts
• assessment conditions
(section 3.4.2):
– supervised
– open.
An example of an assessment program for Year 7 English is in the Year 7 exemplar year
plan: www.qsa.qld.edu.au/downloads/p_10/ac_english_yr7_plan.doc.
The Year 7 standard elaborations (section 2.2.1) identify the valued features in the content
descriptions and the achievement standard for Australian Curriculum: English. Teachers
can use the standard elaborations to ensure their assessment program includes
opportunities for students to demonstrate their achievement in all aspects of the curriculum
content and achievement standard for the full A to E range by the end of the year.
See standard elaborations: www.qsa.qld.edu.au/yr7-english-curriculum.html.

3.4.1 Assessment techniques, formats and categories
The following table provides information and examples about assessment techniques,
formats and categories for developing a range and balance within an assessment program.
Table 9: Assessment techniques, formats and categories
Technique: Technique: Technique:

Imaginative texts Informative texts Persuasive texts
Purpose
This technique is used to assess This technique is used to assess This technique is used to
students’ abilities to create texts students’ abilities to create texts assess students’ abilities to
that use language in aesthetic and that: create texts that:
engaging ways to: • describe objects, events or • argue and persuade
• convey meaning processes in an objective • appeal to an audience
• address significant issues manner • convince an audience to
• heighten audience • inform, instruct, explain, accept particular points of
engagement and impact. analyse or evaluate view.
• present or convey an
argument.
Format
Examples of imaginative texts: Examples of informative texts: Examples of persuasive texts:

• performances • reports • reports
• narratives • discussions • discussions
• transformations of texts • transformations of texts • debates
• monologues in role • procedures • transformations of texts
• creative responses to a text • presentations • speeches for special
• drama or TV scripts. • informative speeches occasions or events
• biographies and • feature articles, columns,
autobiographies editorials
• travel writing. • reviews
• biographies and
autobiographies
• travel writing.
Categories
Texts (imaginative, informative, persuasive) can be written, spoken/signed or multimodal (integrate visual,
print and/or audio features).

3.4.2 Assessment conditions
The following table provides information and examples about assessment conditions
including suggested lengths for developing a range and balance within an assessment
program.
Table 10: Assessment conditions
Open conditions Supervised conditions
Imaginative, informative and persuasive Imaginative, informative and persuasive

texts created in open conditions will typically: texts created in supervised conditions will
• be undertaken individually, in pairs or in typically:
small groups • be undertaken individually
• give prior notice of the assessment, • be an unseen assessment, e.g. no prior
e.g. two weeks’ notice before the due date detail of the specific assessment or
• allow access to resources (material or prepared questions, two days’ notice of
human) when developing the response the assessment
• provide opportunities for drafting and/or • provide lengthy stimulus materials to
conferencing to scaffold learning and students prior to the administration of the
ensure the response is the student’s own supervised assessment
work • be held under test/exam conditions
• be presented in class or submitted as an • allow perusal time, if required
audio/audiovisual recording. • be completed in one uninterrupted
supervised session or a number of
Ensuring authenticity
supervised sessions.
When using open conditions, teachers
should ensure that students’ work is their Suggested lengths:
own, particularly where students have • 45–60 mins
access to electronic resources or when they
• <350 words*
are preparing collaborative assessments.
Methods teachers can use to monitor that
students’ work is their own include
requesting that students:
• submit plans and drafts of their work
• produce and maintain documentation that
charts the development of responses
• acknowledge resources used.
Suggested lengths:
• written responses 100–400 words*
• spoken/signed or multimodal responses
3–4 minutes*
*The length of student responses should be considered in the context of the assessment.
Longer responses do not necessarily provide better quality evidence of achievement.

Drafts
A draft is a body of evidence that is provided by students in response to an assessment. In
English, students may be required to:
• submit a written outline about their approach to the assessment
• discuss their approach with their teacher or their peers
• present a response that is nearly good enough to submit — for example, the student’s
second or third attempt at the assessment.
Purpose of the draft
The purpose of reviewing student drafts is to provide feedback so the student can make
improvements to the response and develop their editing skills.
Drafting is a consultation process, not a marking process. Teachers should not award a
notional result or grade for a work in draft form.
Drafting feedback should ask the student to reflect on strategies they might use to refine
and improve their work to meet the valued features in the task-specific standards.
(See section 3.5)
Students may be advised to:
• consider particular aspects of their response
• work on their role as writer/speaker/signer to refine their language choices and show
more awareness of the audience and purpose
• give priority to the most important points by rearranging the sequence and structure of
ideas
• conduct further research or substantiate points made with references.
Teachers may:
• indicate some textual errors and indicate that the draft requires more careful editing
rather than correcting or editing all the textual errors in a draft
• provide some written feedback
• provide a summary of their feedback and advice to the whole class.

3.4.3 Developing assessments
When developing assessment, teachers construct assessments that show the alignment
between what has been taught (curriculum), how it is taught (pedagogy), how students are
assessed and how the learning is reported. Figure 6 below shows the process of alignment.
Figure 6: Aligning assessment

“Working the assessment” to confirm the alignment
The following checklist assists and supports schools with reviewing and evaluating their
assessments.
Figure 7: Assessment evaluation checklist
Check the Table heading

assessment for:
Face validity • Identify the specific content descriptions and aspects of the
The extent to which an achievement standard being assessed to determine what is
assessment appears to being assessed.
assess (on face value) • Consider whether student responses to the assessment will
what it intends to provide evidence of learning for the intended curriculum.
assess.
Content validity • Review the assessment to determine what is valued in the

assessment.
The extent to which the
assessment measures • Check that it is clear what students are expected to know
what it claims to and be able to do to complete this assessment.
measure (either the • Ensure students will be able to demonstrate the full range of
subject-matter content standards A to E in their responses to the assessment. For
or behaviour). example, does the assessment require sufficient depth and
breadth of the targeted knowledge, understanding and skills;
does it encourage students to demonstrate a range of
thinking skills?
• Use the standard elaborations to confirm that the
assessment provides opportunities for students to
demonstrate their achievement in particular targeted
aspects of the curriculum content and achievement
standard.
Authenticity • Use an appropriate and meaningful context to engage

The extent to which students.
students will find the • Ensure the assessment is pitched appropriately for the year
assessment engaging. level.
Language and layout • Identify specific terms students are required to know and
The extent to which the consider whether students are likely to understand the terms
assessment clearly or not.
communicates to • Check the level of language required to interpret the
students what is assessment and consider how well students will be able to
needed for producing understand what the assessment requires them to do.
their best performance. • Consider the clarity of the instructions, cues, format,
diagrams, illustrations and graphics and how well they assist
students to understand what they are required to do.
Equity • Check for any cultural, gender or social references and

The extent to which the stereotypes.
assessment provides • List aspects of the task that might need adjusting for verified
opportunities for all students. (See section 2.3.7.) Note that adjustments to the
students to task should not impact on judgments made about student
demonstrate what they achievement.
know and can do.

Note: When students undertake assessment in a group or team, the assessment must be
designed so that teachers can validly assess the work of individual students and not apply
a judgment of the group processes and outcome to all individuals.
See the following:
• Designing good assessment (video)
www.qsa.qld.edu.au/19788.html
• Assessment instrument — essays and extended writing
www.qsa.qld.edu.au/downloads/p_10/as_ai_essays.doc
• Scaffolding — supporting student performance
www.qsa.qld.edu.au/downloads/p_10/as_scaffolding.doc
• Thinking like an assessor vs activity designer
www.qsa.qld.edu.au/downloads/p_10/as_assessor_vs_designer.doc
• Sample assessments:
www.qsa.qld.edu.au/yr7-english-resources.html
3.5 Making judgments

When making judgments about the evidence in student work, teachers are advised to use
task-specific standards. Task-specific standards give teachers:
• a tool for directly matching the evidence of learning in the student response to the
standards
• a focal point for discussing student responses
• a tool to help provide feedback to students.
Task-specific standards are not a checklist; rather they are a guide that:
• highlights the valued features that are being targeted in the assessment and the
qualities that will inform the overall judgment
• specifies particular targeted aspects of the curriculum content and achievement
standard — the alignment between the valued feature, the task-specific descriptor and
the assessment must be obvious and strong
• clarifies the curriculum expectations for learning at each of the five grades (A–E) and
shows the connections between what students are expected to know and do, and how
their responses will be judged
• allows teachers to make consistent and comparable on-balance judgments about
student work by matching the qualities of student responses with the descriptors
• supports evidence-based discussions to help students gain a better understanding of
how they can critique their own responses and achievements and identify the qualities
needed to improve
• increases the likelihood of students communicating confidently about their achievement
with teachers and parents/carers and asking relevant questions about their own
progress
• encourages and provides the basis for conversations among teachers, students and
parents/carers about the quality of student work and curriculum expectations and related
standards.
The standard elaborations (section 2.2.1) are a resource that can be used to inform the
development of task-specific standards.

Task-specific standards can be prepared as a matrix or continua.
See templates with features shown for:
• Continua
www.qsa.qld.edu.au/downloads/p_10/ac_english_tss_continua.dot
• Matrix
www.qsa.qld.edu.au/downloads/p_10/ac_english_tss_matrix.dot
3.6 Using feedback

Feedback is defined as the process of seeking and interpreting evidence for use by
students and their teachers to decide where the students are in their learning, where they
need to go and how best to get there.
Feedback gathered throughout the teaching and learning cycle informs future teaching
learning and assessment. Its purpose is to recognise, encourage and improve student
learning.
Assessment feedback is most helpful if the specific elements of the content (knowledge,
understanding and skills) are identified and specific suggestions are provided. The
standard elaborations provide a resource for developing specific feedback to students
about the valued features in the content and achievement standards.
Assessment alone will not contribute to improved learning. It is what teachers and students
do with assessment and other available information that makes a difference.
See:
• Seeking and providing feedback
www.qsa.qld.edu.au/downloads/p_10/as_feedback_about.doc
• About feedback
www.qsa.qld.edu.au/downloads/p_10/as_feedback_provide.doc

4. Reporting
Schools are required to provide parents/carers with plain-language reports twice a year. In
most schools, this takes place at the end of each semester. The report must:
• be readily understandable and give an accurate and objective assessment of the
student’s progress and achievement
• include a judgment of the student’s achievement reported as A, B, C, D or E
(or equivalent five-point scale), clearly defined against the Australian Curriculum
achievement standards.
4.1 Reporting standards

The reporting standards are summary statements that succinctly describe typical
performance at each of the five levels (A–E) for the two dimensions of the Australian
Curriculum achievement standards — understanding (including knowledge) and application
of skills for the purpose of reporting twice-yearly.
Table 11: Reporting standards
A B C D E
Evidence in a Evidence in a Evidence in a Evidence in a Evidence in a

student’s work student’s work student’s work student’s work student’s work
typically typically typically typically typically
demonstrates a demonstrates a demonstrates a demonstrates a demonstrates a
very high level high level of sound level of limited level of very limited
of knowledge knowledge and knowledge and knowledge and level of
and understanding of understanding of understanding of knowledge and
understanding of the content the content the content understanding of
the content (facts, concepts, (facts, concepts, (facts, concepts the content
(facts, concepts, and procedures), and procedures), and procedures), (facts, concepts
and procedures), and application and application and application and procedures),
and application of skills. of skills. of skills. and application
of skills. of skills.
The key purpose of reporting student achievement and progress is to improve student
learning. The following principles underpin reporting school-based, standards-based
assessment:
• Alignment of teaching, learning, assessment and reporting: what is taught (curriculum)
must inform how it is taught (pedagogy), how students are assessed (assessment) and
how the learning is reported. (See section 2)
• A collection of evidence or folio of student work: summative judgments for reporting
purposes are based on a planned and targeted selection of evidence of student learning
collected over the reporting period. (See section 3)
• On-balance judgments: professional decisions made by teachers about the overall
quality of a student’s work in a range of assessments that best matches the valued
features of a learning area described in the achievement standards at the time of
reporting.

• Moderation: Making consistent judgments about students’ achievements within and
between schools occurs when teachers develop shared understandings of the
curriculum content and achievement standards. Moderation provides students and their
parents/carers with confidence that the awarded grades are an accurate judgment of
achievement and that the report is meaningful, professional and consistent.
Student achievement is reported against the Australian Curriculum achievement standard
for the year level they are taught.
Teachers make reasonable adjustments during the cycle of teaching, learning and
assessment to support the learning of students with disabilities, for example adjustments to
presentation, response, timing, scheduling and location. In most instances, the required
curriculum content, achievement and reporting standards will be used for these students.
(See section 2.3.7 for inclusivity materials.)
School sectors and schools make decisions following negotiation with parents/carers about
the provision of modified or accelerated learning and assessment programs to meet the
learning needs of some students. Reporting achievement for these students should clearly
indicate the year level of the curriculum content and the achievement standards against
which judgments about student achievement have been made.
Achievement in a learning area is only one source of information on student achievement
and progress. Schools may report on other important aspects of student engagement at
school separate from achievement in a learning area such as:
• student participation and skills in school-based extracurricular activities
• student attributes such as effort, punctuality, and social and behavioural skills
• student attendance
• other school or system priorities.

4.2 Making an on-balance judgment on a folio
By the end of the year, a planned and targeted assessment program will result in an
assessment folio of evidence of students’ learning (summative assessment) on which the
overall standard is awarded.
The range and balance of assessment in the folio ensures there is sufficient evidence of
achievement in both dimensions of the Australian Curriculum achievement standard —
Understanding and Skills for the receptive and productive modes — to make an on-balance
judgment for reporting.
An on-balance judgment involves a teacher, or a group of teachers, making a professional
decision about how the pattern of evidence in the folio best matches the standards.
Figure 8: On-balance judgments
A folio of evidence of students’ learning (summative

assessment) on which the achievement standard is
awarded.
Consider all the evidence of achievement in the folio with

reference to the expected standard described in the
Standard elaborations assist in making an on-balance judgment by describing the characteristics of
Australian Curriculum achievement standard.
Is the pattern of evidence at the expected standard? When looking at the

pattern of evidence of
achievement, consider:
• How well does the
evidence of student
learning demonstrate
The pattern of evidence is understanding and
The pattern of evidence is
below the expected skills in both the
at the expected standard.
standard. receptive and
productive modes?
• What is the pattern of
achievement in the
valued features:
Are the characteristics – ideas and
Are the characteristics
in the evidence of learning information
in the evidence of learning
best described as C or B in texts
best described as D or E?
or A?
– text
structures
– language
student work in a folio, A to E.
Is there an “easy-fit” or match to one of the A–E standards features

for all the valued features? In this case, the on-balance • How well does recent
judgment will be obvious. evidence of student
learning in
understanding and
If there is uneven performance across the valued features, skills in both the
weigh up the contribution of each valued feature across receptive and
the range and balance of the assessments and decide productive modes
whether the pattern of evidence of learning is more like an demonstrate student
A or B or C etc. progress?

An on-balance judgment does not involve averaging grades across different assessments
or “ticking” every box. Rather it is a professional judgment that considers all the evidence of
achievement in the folio.
The standard elaborations assist in making the on-balance decision. The elaborations
describes how well on a five-point scale students have demonstrated what they know,
understand and can do using the Australian Curriculum achievement standard. The
standard elaborations assist teachers to make consistent and comparable evidence-based
A to E judgments about the patterns of evidence in a folio of work. They provide
transparency about how decisions about grades are made, and for conversations among
teachers, students and parents/carers about the qualities in student work matched to the
valued features in the curriculum expectations and the standards.
4.2.1 Making an on-balance judgment for mid-year reporting

For mid-year reporting, the on-balance judgment is based on the pattern of evidence of
student achievement and progress at the time of reporting and in relation to what has been
taught and assessed during the reporting period.
The application of the Australian Curriculum achievement standard during the year requires
a judgment based on matching qualities in student work rather than checking coverage.
The standard elaborations assist in making an on-balance judgment for mid-year reporting.
The process for assessing and making judgments about student achievement may be
assisted by progressively recording student achievement for each assessment on a student
profile or similar.

4.2.2 Applying the Australian Curriculum achievement
standards
Figure 9: The relationship between the Australian Curriculum achievement standard,
standards elaborations and the reporting standards.

4.3 Moderation
The achievement standards guide teacher judgment about how well students have
achieved. The most effective way to build consistent and comparable on-balance teacher
judgment is through planned activities when teachers — in a partnership or team situation
— engage in focused professional dialogue to discuss and analyse the quality of student
work, compare their judgments about student achievement and determine the match
between the evidence in student work and standards. This process is known as
moderation.
Professional dialogue increases teachers’ awareness about the variety of ways in which
students may respond to the assessment and the types of evidence that may be available
to support teacher judgments. In this way, teachers gain valuable insights about how the
standards can be demonstrated in student work. They build a shared understanding about
the match of evidence to standards, enhancing classroom practice and supporting the
alignment of curriculum and assessment.
Moderation provides students and their parents/carers with confidence that the standards
awarded are defensible judgments of achievement and that the report is meaningful,
professional and consistent.
See the following fact sheets for more information:
• Consistency of judgments — Calibration model
www.qsa.qld.edu.au/downloads/p_10/as_coj_calibration.doc
• Consistency of judgments — Conferencing model
www.qsa.qld.edu.au/downloads/p_10/as_coj_conferencing.doc
• Consistency of judgments — Expert model
www.qsa.qld.edu.au/downloads/p_10/as_coj_expert.doc
See also the suggested approaches to moderation in the Year level plan:
www.qsa.qld.edu.au/downloads/p_10/ac_english_yr7_plan.doc

Appendix 1: Glossary
Curriculum
For definitions of terms used by ACARA in the development of the Australian Curriculum:
English, see: www.australiancurriculum.edu.au/english/Glossary.
Term Description
Curriculum The Australian Curriculum sets out what all young people
should be taught through the specification of curriculum
content and achievement standards.
Curriculum content has three components: disciplinary
learning, general capabilities and cross-curriculum priorities.
Strand A developmental sequence of knowledge, understanding and

skills that has its own distinctive body of knowledge and
pedagogical traditions. The three strands in English:
Language, Literature and Literacy are intended to be
integrated in English programs.
Sub-strand Each strand is organised by sub-strands that provide a

sequence of knowledge and skills within the strand.
Content elaboration An example provided to illustrate and exemplify content.

Elaborations are not a requirement for the teaching of the
Australian Curriculum.
Literary texts Literary texts include contemporary and traditional texts that
are seen as having personal, social, cultural and aesthetic
value and potential for enriching students’ scope of
experience. Literary texts use language in aesthetic,
imaginative and engaging ways to entertain, to move, to
reflect and to express, create, explore and challenge identity.
These texts include narrative and non-narrative forms
Non-literary texts Non-literary texts are contemporary, traditional and everyday

texts that use language (spoken/signed and written) to inform,
explain, analyse, argue, persuade and give opinions; to
remember, recall and report on things, events and issues; to
transact and negotiate relationships, goods and services.
Assessment
Term Description
Assessment The purposeful and systematic collection of evidence about

students’ achievements.
Assessment task A tool or instrument to gather evidence of students'

achievement.

Appendix 2: Principles of assessment
The following principles were developed to inform the policy context of the national
curriculum and provide a basis on which local decisions about specific approaches to
assessment can be built.
1. The main purposes of assessment are to inform teaching, improve learning and report
on the achievement of standards.
2. Assessment is underpinned by principles of equity and excellence. It takes account of
the diverse needs of students and contexts of education, and the goal of promoting
equity and excellence in Australian schooling.
3. Assessment is aligned with curriculum, pedagogy and reporting. Quality assessment
has curricular and instructional validity — what is taught informs what is assessed, and
what is assessed informs what is reported.
4. Assessment aligned with curriculum, pedagogy and reporting includes assessment of
deep knowledge of core concepts within and across the disciplines, problem solving,
collaboration, analysis, synthesis and critical thinking.
5. Assessment involves collecting evidence about expected learning as the basis for
judgments about the achieved quality of that learning. Quality is judged with reference
to published standards and is based on evidence.
6. Assessment evidence should come from a range of assessment activities. The
assessment activity is selected because of its relevance to the knowledge, skills and
understanding to be assessed, and the purpose of the assessment.
7. Information collected through assessment activities is sufficient and suitable to enable
defensible judgments to be made. To show the depth and breadth of the student
learning, evidence of student learning is compiled over time. Standards are reviewed
periodically and adjusted according to evidence to facilitate continuous improvement.
8. Approaches to assessment are consistent with and responsive to local and
jurisdictional policies, priorities and contexts. It is important that schools have the
freedom and support to develop quality assessment practices and programs that suit
their particular circumstances and those of the students they are assessing.
9. Assessment practices and reporting are transparent. It is important that there is
professional and public confidence in the processes used, the information obtained and
the decisions made.

Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au

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Year 7 English

Australian Curriculum in Queensland

February 2013 (amended March 2015)

Year 7 English — Australian Curriculum in Queensland

Queensland Studies Authority

Phone: (07) 3864 0299

This document includes:

Curriculum requirements Advice, guidelines and resources

Rationale Planning teaching and learning

Queensland Studies Authority February 2013 (amended March 2015) | 1

1.3 English in Queensland K–12

2 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Figure 1: K–12 English Curriculum

Queensland Studies Authority February 2013 (amended March 2015) | 3

2.1 Australian Curriculum content

Figure 2: Three components of the Australian Curriculum: English

Cross-curriculum priorities: General capabilities:

4 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority February 2013 (amended March 2015) | 5

Language variation Literature and context Texts in context

Language for interaction Responding to literature Interacting with others

6 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Text structure Examining literature Interpreting,

Expressing and Creating literature Creating texts

Queensland Studies Authority February 2013 (amended March 2015) | 7

8 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority February 2013 (amended March 2015) | 9

10 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Definition In English Links

Queensland Studies Authority February 2013 (amended March 2015) | 11

12 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Definition In English Links

Queensland Studies Authority February 2013 (amended March 2015) | 13

14 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Aboriginal and Torres Strait

Queensland Studies Authority February 2013 (amended March 2015) | 15

Receptive modes (listening, reading and viewing)

16 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Amendment: March 2015

Queensland Studies Authority February 2013 (amended March 2015) | 17

2.3.1 Time allocation

2.3.2 Principles for effective planning

18 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Use feedback Identify curriculum (section 2.3.4)

Queensland Studies Authority February 2013 (amended March 2015) | 19

2.3.4 Identifying curriculum

2.3.5 Developing assessment

20 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Figure 5: Learning experiences in English

Build on concepts, skills and processes developed in earlier years

Queensland Studies Authority February 2013 (amended March 2015) | 21

Language Literature Literacy

Language for Responding to Interacting with

22 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Queensland Studies Authority February 2013 (amended March 2015) | 23

24 | Year 7 English Australian Curriculum in Queensland CONSULTATION DRAFT

Literary texts include contemporary and Year 7 literary texts

Queensland Studies Authority February 2013 (amended March 2015) | 25

Non-literary texts are contemporary, Year 7 non-literary texts

For further information, including reading lists, see: