Learning Continuum of Literacy

This element is about receptive language and involves students using skills and strategies to access and interpret spoken, written, visual and multimodal texts.

Students navigate, read and view texts using applied topic knowledge, vocabulary, word and visual knowledge. They listen and respond to spoken audio and multimodal texts, including listening for information, listening to carry out tasks and listening as part of participating in classroom activities and discussions. Students use a range of strategies to comprehend, interpret and analyse these texts, including retrieving and organising literal information, making and supporting inferences and evaluating information and points of view. In developing and acting with literacy, students:

  • navigate, read and view learning area texts
  • listen and respond to learning area texts
  • interpret and analyse learning area texts.

The element of Comprehending texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the early development of communication skills. The descriptions for Comprehending texts at these levels apply across the elements of Text knowledge, Grammar knowledge, Word knowledge and Visual knowledge.

Level 3

Typically by the end of Year 4, students:

Navigate read and view learning area texts

navigate, read and view different types of texts with illustrations and more detailed graphics

Listen and respond to learning area texts

listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and audio texts, including audio-visual texts, and respond to texts read aloud

Interpret and analyse learning area texts

interpret literal information and make inferences to expand topic knowledge using comprehension strategies