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 4

Typically by the end of Year 6, students:

Navigate read and view learning area texts

navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

Listen and respond to learning area texts

listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented

Interpret and analyse learning area texts

interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies