English
Listening
and Speaking
NT Curriculum Framework
English
Listening and Speaking
Outcome
Key Growth Point 1
Learners use intentional communication strategies to
interact with people, objects and activities.
Learners demonstrating solid evidence of L/S KGP 1
•
actively seek and anticipate interactions with familiar
people, activities, objects and environments
•
use repetition of gestures, actions and vocalisations to
meet needs and wants
•
use a limited repertoire of gestures, actions and
vocalisation strategies to protest, request and seek
attention
•
follow one word, gesture or actions from a
communication partner
KGP 2
Learners use
listening and
speaking behaviours
associated with
common social
situations relying on
personal experience.
They use simple
and often repetitive
language patterns to
achieve their needs
and wants.
Indicators
Key Growth Point 1 has three distinct developmental stages organised into six levels. The Key Growth Points
Continuum on page five describes the earlier stages of this development, whilst the indicators below provide
the curriculum scope for planning and assessing learning within Key Growth Point 1.
Level 5 Anticipate
• seek attention using gesture or vocalisation, eg hold the object, point to it or give it on request; use own or
imitate vocalisations or actions of familiar peers and adults
•
respond to their name, familiar voices and language patterns in familiar environments, eg pause actions or
vocalisations when they hear their name or a one word instruction
•
respond to greetings and greet people using consistent strategies, eg hand movement, turning head or body,
sustained eye gaze
•
respond to simple closed questions with a consistent yes/no response
•
use a range of sensory cues to respond to a variety of auditory stimuli (sounds, songs or rhythms) through
vocalisations, actions and gestures, eg locate and track an object as it makes a sound; smile or clap during a
favourite song or rhyme
•
request events, objects, activities or people
•
use a yes/no system when presented with one option or reach for preferred object when presented with two
objects
•
express likes and dislikes, eg protest by pushing the communication partner’s hand or object away, turning
head or body
•
seek objects that may not exist in the immediate environment, eg actively look for or request objects
•
choose from a limited range of responses to interact with familiar people, objects, activities, eg use yes/no
response to closed questions, turn head to look at a person when they call their name
•
express themselves in an unstructured manner, eg using vocalisations, gestures and actions that need a
familiar communication partner to interpret
•
vocalise in a variety of ways, eg babble, hum, imitate vocalisations to respond, request or make choices
English - Listening and Speaking
Outcomes and Indicators 2009
1
NT Curriculum Framework
English
Listening and Speaking
Outcome
Key Growth Point 2
KGP 1
Learners use
intentional
communication
strategies to interact
with people, objects
and activities.
Learners use listening and speaking behaviours
associated with common social situations relying on
personal experience. They use simple and often repetitive
language patterns to achieve their needs and wants.
Learners demonstrate solid evidence of
L/S KGP 2.1 Texts and Contexts
•
initiate conversation with others, participate in social
interactions in the school environment, recount
personal experiences and respond to simple questions
and instructions
•
Learners are
becoming aware of
appropriate ways of
interacting in familiar
situations. They listen
to and express ideas,
ask questions and
communicate needs
in their own varieties
of English.
listen in familiar contexts and respond to requests,
greetings and farewells depending on the situation
L/S KGP 2.2 Language Structures and Features
•
listen and respond to familiar texts, questions and
single step instructions and produce texts based on
personal experiences
•
use repetition, known word combinations and nonverbal expressions to convey meaning when speaking
•
use home language supported by objects, images,
gestures, facial expressions and actions to express
responses
L/S KGP 2.3 Strategies
•
attend to the person speaking and recognise meaning
of different tones of voice or facial expressions
•
use modelled strategies for listening to spoken texts
Indicators
The Key Growth Points Learning Continuum on page five describes the earlier stages of this development,
whilst the indicators below provide the curriculum scope for planning and assessing learning within Key
Growth Point 2.
Learners know and understand that:
Learners are able to
Texts and Contexts
Texts and Contexts
Use of texts
Use of texts
•
•
recount information, with adult prompting and
scaffolding to increase length and quality
•
respond to greetings and farewells
•
describe activities they do at home and school
•
express needs, wants and feelings verbally or
non-verbally, within an educational setting
•
respond to simple questions
•
2
spoken texts are communicating a message
use symbols, words and/or phrases to request
assistance or information, eg points to a pencil,
says pencil or give me pencil
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 2 (cont)
Learners are able to
Learners know and understand that:
Context, purpose and audience
Context, purpose and audience
•
different environments have different routines and
expectations of spoken language
•
listen during a story being read, school assembly
or video
•
meaning can be made from different language,
tone of voice and facial expression in familiar
situations with familiar people
•
make appropriate requests, use greetings and
farewells in familiar routine situations
•
indicate likes and dislikes in socially acceptable
ways
•
respond appropriately to different tones of voice
•
assume a shared background between speaker
and listeners so may omit information or give
excessive information
•
is understood by familiar adults in supportive and
predictable situations
Language Structures and Features
Language Structures and Features
Listening and speaking situations
Listening and speaking situations
people respond to spoken texts in their own
personal ways
use greetings, make requests and take speaking
and listening turns during social interactions with
peers and adults
interpret and follow simple verbal instructions
•
Language patterns and vocabulary
•
•
•
use home language to label and describe the
function of objects, people and events around
them, eg That boy is crying. I use scissors for
cutting.
Language patterns and vocabulary
•
people use words to communicate needs, wants,
likes and dislikes
•
use a small range of vocabulary to convey
meaning to the listener
•
words can be broken into sounds
•
use words and/or phrases in response to simple
questions and signs
•
use possessives, eg Johnny’s coat
•
use pronouns, eg I, you, me
•
use conjunctions that suggest cause, eg cos, to
link ideas.
•
use some conceptual language to describe, eg in,
on, out, off
•
use descriptive language, eg size, colour
English - Listening and Speaking
Outcomes and Indicators 2009
3
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 2 (cont)
Learners are able to
Learners know and understand that:
Language patterns and vocabulary (cont)
•
provide a rhyming word for one or more given
words, eg a word that rhymes with cat and bat
•
identify beginning sounds of some spoken words,
eg say fish starts with ‘f’
•
identify beats in two syllable words using clapping,
nodding or stamping
Behaviours
•
demonstrate some listening/attending behaviours
•
use body language to assist communication
•
use gestures/voice to finish communication, eg
turn back and move away, say Go away!
•
recognise that voice intonation, pitch and volume
have meaning
•
begin using simple conversation conventions, eg
turn-taking, sharing ideas
Strategies
Strategies
Listening processes and strategies
Listening processes and strategies
•
personal experience is a stimulus for speaking
and listening
•
indicate when something is not understood by
using body language or asking What ...?
•
interpret basic body language and voice, eg
position, facial expression, gesture, intonation,
pitch, volume
•
interpret spoken texts with support from adults
Speaking processes and strategies
•
•
copy and approximate to compose spoken
language
•
4
self-correct words, pronunciation and signals in
familiar contexts
attempt to modify their talk, sign or gesture if they
see their message is not understood
English - Listening and Speaking
Outcomes and Indicators 2009
English - Listening and Speaking
Outcomes and Indicators 2009
produce simple reflex
responses in response to
external stimuli, eg startle
reflex to a loud noise
•
take part in interactions,
activities and experiences
through body language,
actions, vocalisations, eg
eye gaze for longer periods
of time and with increased
attention on object or person
intermittently appear alert
and focus attention on certain
people, objects or parts of
objects, and experiences, eg
smiling at familiar people
give unexpected or
intermittent reactions within
an interaction, activity or
experience, eg become
excited in the midst of social
activity
•
•
•
Level 2 React
produce simple reflex
responses in response to
the sensations they are
experiencing, eg vocalisation,
eye rolling, actions in
response to feeling pain
•
Level 1 Tolerate
Awareness
produce a wide range of
behaviours in response
to internal stimuli, which
behaviour needs to be
recognised, interpreted,
assigned meaning
and responded to by a
communication partner
respond to the presence of a
communication partner
•
•
communicate consistent
preferences and affective
responses, eg reach out for
favourite person
show interest in people,
objects and experiences
recognise familiar people,
objects and experiences,
eg vocalise or gesture in
response to visit by a familiar
person
perform actions by trial, error
and improvement, eg use
different approaches to gain
attention
•
•
•
•
Level 4 Focus
respond inconsistently or
intermittently to structured
sensory cues provided by
communication partner
•
Level 3 Respond
Engagement
Key Growth Point 1
seek attention using gesture or
vocalisation
recognise familiar voices,
respond to different intonation
patterns and respond to their
name
•
protest, eg push the
communication partner’s hand
away
greet people using consistent
strategies, eg hand movement,
sustained eye gaze
•
•
•
choose from a limited range
of responses to interact with
familiar people, objects,
activities
•
initiate interactions and
activities
request a stimulus using
gesture, actions, eye
movement, vocalisation
use learned responses over
increasing periods of time to
engage in activities
respond to options presented
attempt to solve problems
•
•
•
•
•
Level 6 Choose
seek objects that may not exist
in immediate environment,
eg actively look for or request
objects
•
make simple choices, eg use a
yes/no system when presented
with one option or reach
for preferred object when
presented with two objects
•
request events, objects,
activities or people
•
Level 5 Anticipate
Participation
assume a shared background
between listener and speaker
•
recognise meaning from
familiar language, tone and
facial expressions in familiar
situations
•
may ask many questions
respond to simple questions
•
use some directional
language
begin to use words to
describe characteristics of
size, colour, eg big truck
•
•
•
combine two key ideas or
concepts
repeat a series of three digits
spoken once aloud [ASC]
make attempts to repair
misunderstandings without
changing the words used, eg
by repeating a word with a
different intonation or facial
expression.
copy and approximate to
compose spoken language
•
overgeneralise some words,
eg car for all vehicles
•
use a small range of
vocabulary - repeat, copy,
imitate and combine over 50
single words, signs or phrases
to communicate meaning to a
range of listeners, eg Mummy
gone
•
be understood by familiar
adults in supportive or
predictable situations
•
understand communication
is used to meet needs and
wants
•
Unconventional Communication
•
•
•
recognise that people
talk about their ideas,
experiences, feelings
initiate and maintain short
conversations using their
preferred medium of
communication
•
•
use phrases and sentences
with up to five words, signs
or symbols to communicate
simple ideas, events or
stories to others, eg I want
big chocolate muffin. [ASC]
•
•
•
•
5
ASC = Assessment
of Student Competencies
contribute appropriately oneto-one and in small group
discussions and role play
use regular plurals correctly
use prepositions, eg in or on,
and pronouns, eg my or it,
correctly [ASC]
use the conjunction and
to link ideas or add new
information beyond what is
asked
follow simple directions with
two pieces of information
[ASC]
•
•
ask simple questions to
obtain information, eg
Where’s cat? [ASC]
•
communicate ideas about
present, past and future
events and experiences,
using simple phrases and
statements, eg We going
cinema on Friday.
•
Conventional Communication
Key Growth Point 2
English - Listening and Speaking Key Growth Points Learning Continuum
NT Curriculum Framework
NT Curriculum Framework
English
Listening and Speaking
Outcome
Key Growth Point 3
KGP 2
Learners use
listening and
speaking behaviours
associated with
common social
situations relying on
personal experience.
They use simple
and often repetitive
language patterns to
achieve their needs
and wants.
Learners are becoming aware of appropriate ways
of interacting in familiar situations. They listen to and
express ideas, ask questions and communicate needs in
their own varieties of English.
Learners demonstrating solid evidence of
L/S KGP 3.1 Texts and Contexts
•
use spoken language appropriately in a variety of
classroom contexts, ask and answer simple questions
for information and clarification, contribute relevant
ideas during class or group discussions; follow
simple instructions; and recall personally significant
information from texts heard
•
show an awareness of school purposes for listening
and speaking
Band 1
Learners engage with
a range of simple
texts, individually
and in groups within
familiar contexts,
using the basic
structures and
features of the text
types. They are
aware of the need
to change listening
and speaking to suit
different situations.
L/S KGP 3.2 Language Structures and Features
•
listen to and produce brief spoken texts that deal with
familiar ideas and information, in informal situations
with familiar people
•
sequence main events and ideas coherently in speech,
and use modelled Standard Australian English
•
interpret and use verbal and non-verbal cues in familiar
informal situations with familiar peers and adults, and
discuss agreed ways to respond to spoken texts in the
classroom
L/S KGP 3.2 Strategies
•
self correct by rephrasing to clarify meaning
•
respond to spoken texts with relevant comments
and indicate to the speaker when something is not
understood
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 3
Learners know and understand that:
Learners are able to
Texts and Contexts
Texts and Contexts
Use of texts
Use of texts
•
spoken texts are used to
-
gain and express information and ideas
-
enjoy telling and listening to stories in the form
of books that are read aloud, songs, plays and
films
Context, purpose and audience
•
6
respond to questions when the answer is known
and ‘have a go’ when the answer is unknown
•
listen to/view and respond to stories read from
books and in electronic formats
express opinions and to respond to the
opinions of others
-
•
develop social relationships
-
listen to and use simple recounts, descriptions,
procedures and explanations and express and
justify opinions
express and respond to needs
-
•
Standard Australian English may differ from home
English
Context, purpose and audience
•
recognise some differences between Standard
Australian English and the home English used by
some learners, eg I done/I did
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 3 (cont)
Learners are able to
Learners know and understand that:
Context, purpose and audience (cont)
Context, purpose and audience (cont)
•
home language and school language are
connected
•
use English for social interactions: sharing ideas,
information and opinions
•
there are links between texts, eg many stories
for children are supposedly about animals
(anthropomorphic stories) but really are intended
to teach how to behave
•
identify ways in which listening and speaking at
home and at school are similar and different, eg
taking turns, raising hands, chorusing
•
identify and compare the morals of stories
Language Structures and Features
Language Structures and Features
Listening and speaking situations
Listening and speaking situations
•
when giving information you need to provide
enough detail for another person to understand
what you mean
•
•
people have different opinions based on likes and
dislikes
•
speak and listen through discussions,
conversations, and informal oral presentations in
small and large familiar groups
use listening and speaking to
•
describe and report on people, places and
things related to their own experience, that
provide enough detail to create a mental picture
for a listener
explain how they went about doing something,
that states materials needed as well as the
steps to be taken
-
•
-
when giving an opinion you need to give a reason
why you believe it to be true
recount events related to their own experience
that provide enough background information for
a listener to understand what has happened
-
•
-
retell a story heard or tell own version of a story
stories have typical structures and patterns of
language
songs and verses have rhythms and sometimes
rhymes
•
•
join in poems, action verse and refrains recited by
class or read by teacher
through discussions and conversations
-
•
identify opinions provided by group members
-
agree or disagree with reference to their own
personal experience
make oral presentations of personal recounts or
simple reports that
-
-
•
English - Listening and Speaking
Outcomes and Indicators 2009
demonstrate they understand the topic, eg
respond to questions from peers, stay on the
topic
provide some relevant details and information
in sequence
join in poems, action verse and refrains recited by
class or read by teacher
7
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 3 (cont)
Learners know and understand that:
Learners are able to
Language patterns and vocabulary
Language patterns and vocabulary
•
the words you use and the way you organise what
you say depends on the people who are talking
and listening and the purposes for the speaking
and listening
•
use people’s names appropriately in social
situations and use appropriate greetings,
introductions and farewells
•
you call your teachers Ms … or Mr … but they call
you by your given name
•
recognise typical beginnings and endings of some
stories, eg Once upon a time ... They lived happily
ever after
•
describing words help to paint a vivid picture
•
•
you need to join ideas together with linking words
use adjectives to portray people, places, events
and things in particular ways
•
words are made up of sounds
•
sequence ideas in speech and use simple linking
words, eg and, then
•
use time terms and prepositions, eg first, next,
behind
•
use pronouns he, she, they, them
•
clearly reproduce most English language sounds
•
hear and use sounds in their correct sequence, eg
hospital not hostipal
•
explore and talk about sounds, eg rhymes,
alliteration, syllables, blends
•
identify onset and rime in spoken words, eg n-ice,
kn-ee
•
identify initial, final and medial sounds in some
spoken words
•
link knowledge of sounds with sound/symbol
relationships
Behaviours
Behaviours
you can use your voice in different ways to
communicate your feelings and how you interpret
meaning
use a variety of verbal/non-verbal cues to
establish relationships with others
attempt to observe class rules when speaking and
listening, eg take turns, ask and answer questions
•
attempt to use appropriate volume and intonation
to convey meaning when talking and telling stories
there are patterns of behaviour which are
expected when listening and speaking in school
•
•
•
•
8
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Key Growth Point 3 (cont)
Learners know and understand that:
Learners are able to
Strategies
Strategies
Listening processes and strategies
Listening processes and strategies
ask or respond to questions to clarify or request
additional information, eg asking who, what, where
and why questions
follow directions and instructions, eg listen for
words that signal the sequence of a task first, next
•
follow commands, eg sit, move, line up
•
record their thinking during and after listening
•
Speaking processes and strategies
demonstrate attentive listening in non-verbal
ways appropriate to their own culture, eg facial
expression, gesture, silence, eye contact, lip
reading
•
listeners are expected to pay attention to the
speaker
•
•
•
use appropriate software related to phonics and
sound recognition
Speaking processes and strategies
speak using appropriate verbal and non-verbal
cues appropriate to own culture, eg facial
expression, eye contact, social distance, topic
maintenance
contribute relevant information in class or group
activities/discussions
•
English - Listening and Speaking
Outcomes and Indicators 2009
observe and use the modelled speech and nonverbal behaviours of others
•
speakers use a range of strategies to address the
needs of their audience
•
•
•
ask questions to seek information and clarification
9
NT Curriculum Framework
English
Listening and Speaking
Outcome
Band 1
KGP 3
Learners are
becoming aware of
appropriate ways of
interacting in familiar
situations. They listen
to and express ideas,
ask questions and
communicate needs
in their own varieties
of English.
Learners engage with a range of simple texts, individually
and in groups within familiar contexts, using the basic
structures and features of the text types. They are aware
of the need to change listening and speaking to suit
different situations.
Learners demonstrating solid evidence of
L/S 1.1 Texts and Contexts
•
explain familiar procedures, describe or recount events
in a logical sequence and sustain conversations on a
familiar topic
•
identify opinions and information shared by speakers
and disagree or agree with opinions and recall main
pieces of information
•
Band 2
Learners vary
their speaking and
listening for a small
range of contexts,
purposes and
audiences, adjusting
language structures,
features and
strategies according
to the purpose of the
interaction and the
relationships of the
people involved.
consider the ways in which listening and speaking
change according to the demands of the situation
L/S 1.2 Language Structures and Features
•
speak and listen through discussions, conversations
and oral presentations in small and large groups, which
are usually informal
•
organise spoken texts using simple features to signal
beginnings and endings and experiment with language
structures and subject-specific vocabulary in informal
situations
•
vary verbal and non-verbal behaviours to add interest
and contribute to group activities by observing
conventions
L/S 1.3 Strategies
•
speak audibly, with some sense of addressing an
audience and the needs of the listeners
•
listen attentively, showing interest in the speaker’s
presentation and recall some of the main ideas and
information presented
Indicators
The curriculum scope for planning and assessing learning within Band 1
Learners know and understand that:
Learners are able to
Texts and Contexts
Texts and Contexts
Use of texts
Use of texts
•
there are differences between imaginative and
informational texts
•
information texts may report and explain
information and events, report recent news events
and give opinions
•
10
imaginative texts may entertain, move and teach
significant things
•
listen to and recount events, describe and report
on people, places and things related to their own
experiences
•
give and respond to simple instructions and
explanations
•
give and justify opinions and evaluate the opinions
of others with reasons
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 1 (cont)
Learners are able to
Learners know and understand that:
Texts and Contexts
Use of texts (cont)
•
•
make up and tell simple stories modelled on
stories heard
•
listen to, memorise, make up and recite verses
•
Context, purpose and audience
listen to stories and retell them in their own words
act out a scene based on a story heard or viewed
Context, purpose and audience
you listen in different ways depending on the
reason why you are listening, who is talking and
what they are talking about
•
you speak in different ways depending on why you
are talking, who you are talking to and what you
are talking about
•
make simple comparisons between texts that have
similar topic, storyline, characters or setting
•
discuss texts, giving reasons for their likes and
dislikes
there are different kinds of English (eg Australian
Indigenous, American, British) that can be heard
in various media (eg TV, film, guest speakers,
singing)
•
identify some differences between polite listening
in different cultural contexts familiar to the learner
there are cultural differences in the way people
express verbal and non-verbal messages
•
•
•
•
not everyone likes the same kind of text and
people may like or dislike a text for different
reasons
Language Structures and Features
Language Structures and Features
Listening and speaking situations
Listening and speaking situations
speaking and listening provides opportunities to
-
express opinions and listen to the opinions of
others
-
•
listen and speak through discussions,
conversations and oral presentations in small
and large groups, which are usually informal, and
identify opinions provided by members of the
group, agreeing or disagreeing with reference to
their personal opinion
discuss the structures and language features of
texts read and viewed [see Reading and Viewing
strand]
share and explore ideas
-
listen and speak to peers, older learners, teachers
and other adults for a range of purposes in
culturally appropriate ways
exchange information
-
•
•
•
share and enjoy stories, poems and plays
English - Listening and Speaking
Outcomes and Indicators 2009
11
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 1 (cont)
Learners are able to
Learners know and understand that:
Language Structures and Features
Language Structures and Features
Listening and speaking situations (cont)
Listening and speaking situations (cont)
•
all text types have a specific generic structure
•
listen to and compose simple texts
-
-
stories and plays comprising a simple setting,
story-line and attempted ending
-
verses with distinctive rhyme and rhythm
-
transactions comprising a list of a few items, eg
food with the price of each item in a menu
-
•
reports comprising a few aspects or
characteristics in a short description
-
Language patterns and vocabulary
recounts comprising a few events, usually
of personal experience, which may contain
comments and observations
procedures comprising a few steps in sequence
in a set of instructions
Language patterns and vocabulary
speak using some subject-specific vocabulary
•
infer something about a speaker from his or her
accent and/or choice of words
•
identify some non-standard/standard usage, eg
we come/we came and a feed/a meal
recognise and use some familiar idioms, eg hang
on a minute
•
language is often used figuratively as well as
literally
•
•
•
there are standard and non-standard grammatical
and vocabulary (lexical) alternatives for expressing
similar meanings
use simple similes to make speech more effective
when explaining/describing, eg It was fast like …
•
sentences have different functions, eg statement,
command, question, exclamation
•
identify sentences as statements, questions,
commands or exclamations
•
the various parts of sentences need to be linked
with ‘joining words’ (conjunctions)
•
connect parts of spoken sentences using linking
words accurately, eg because, if, after
•
the English used in school and in books has a
standard grammar, which learners need to know,
even if (especially if) it is different from the English
spoken at home
•
use pronouns accurately
•
use plurals and verb tense markers accurately and
use language to identify similarities, differences
and categories, eg They are the same/different
because … ,These go together because …
•
identify and suggest rhyming words
•
12
words comprise sounds (phonemes) in sequence,
and each phoneme is represented in writing by a
letter or letters [See Writing strand]
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 1 (cont)
Learners are able to
Learners know and understand that:
Language patterns and vocabulary (cont)
•
Behaviours
identify and pronounce sounds in spoken words,
eg The sounds in fish are: /f/i/sh/ (initial, medial
and final sounds)
Behaviours
follow speaking and listening conventions/
procedures, eg take-turns, ask questions
use variation in voice tone and volume to express
emotion
•
make eye contact as appropriate
•
they can adopt different roles in discussions and
conversations, and choose behaviours that can
support cooperation within the group
•
•
•
use body language, eg facing the speaker,
gestures and facial expressions to emphasise and
clarify meaning
Strategies
Strategies
Listening processes and strategies
Listening processes and strategies
there are culturally derived courtesies to be
observed when listening to a speaker in school
Speaking processes and strategies
•
•
listen attentively, showing interest in a speaker’s
presentation
•
•
attend to responses of others and review or
elaborate on what has been said, eg answer
questions, repeat or rephrase ideas and
information, try to give explanations
Speaking processes and strategies
speak audibly, with some sense of addressing an
audience and the needs of the listeners
experiment with a small range of devices to
enhance meaning of spoken text, eg volume,
using common sayings
•
English - Listening and Speaking
Outcomes and Indicators 2009
•
•
when a person is speaking he or she needs to
engage the listener’s attention
ask questions to seek explanations, clarification
or more information and make comments that
expand ideas
13
NT Curriculum Framework
English
Listening and Speaking
Outcome
Band 2
Band 1
Learners engage with
a range of simple
texts, individually
and in groups within
familiar contexts,
using the basic
structures and
features of the text
types. They are
aware of the need
to change listening
and speaking to suit
different situations.
Learners vary their speaking and listening for a small
range of contexts, purposes and audiences, adjusting
language structures, features and strategies according to
the purpose of the interaction and the relationships of the
people involved.
Learners demonstrating solid evidence of
L/S 2.1 Texts and Contexts
•
use an increasing range of spoken texts, including
explanations, simple arguments and stories that extend
beyond their immediate experience
•
locate key and closely connected information in spoken
texts
•
recognise the purpose, audience and language
required for informal and formal situations
L/S 2.2 Language Structures and Features
•
extend ideas in a constructive manner to generate and
maintain conversations and discussion formally and
informally
•
organise presentations using a main idea and
supporting details; use features of Standard Australian
English to share ideas; offer advice and give opinions;
and present people, places and events
•
Band 3
Learners engage
with and compose
a range of oral texts
that explain, instruct,
argue and narrate,
often in combination,
which are used in
the learning areas
and in the public
domain. They identify
and evaluate many
crafting choices made
by texts’ composers.
They choose and
use strategies for
engaging with oral
texts as listeners
and with preparing
for and addressing
an audience as
speakers.
use verbal and non-verbal behaviours to enhance
expression of ideas and identify how these might differ
from those used in home and school contexts
L/S 2.3 Strategies
•
modify spoken texts to clarify meaning and information
•
listen with a purpose and understanding of conventions
of spoken texts and seek more information on what is
presented
Indicators
The curriculum scope for planning and assessing learning within Band 2
Learners know and understand that:
Learners are able to
Texts and Contexts
Texts and Contexts
Use of texts
Use of texts
•
listen to, present and perform a range of stories
and plays containing a number of related ideas
about an issue
poetry can tell a story or can present ideas and
feelings directly
•
information and argument texts usually have a
particular perspective on the information, events
and opinions they present
listen to, memorise, make up, present and perform
narrative and lyric poems intended for children,
which are ‘just for fun’ or which explore a theme
•
listen to and present a range of recounts,
procedures, instructions and descriptions to
convey experiences, feelings, ideas and thoughts
•
narratives explore issues through the telling of a
story
•
•
14
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 2 (cont)
Learners know and understand that:
Learners are able to
Context, purpose and audience
•
the roles and relationships between speakers and
listeners affect the way that people listen and the
way they speak
•
the purposes for which people listen and speak
also affect the way that people listen and the way
they speak
•
there are different varieties of English, eg ‘school
language’ and ‘home language’ or a community
language or dialect
Context, purpose and audience
discuss the different ways that learners speak
to peers, younger and older students, teachers,
parents and unfamiliar people, eg shopkeepers,
and the ways that adults speak to one another and
to them
•
discuss what is happening ‘in their heads’ when
they listen to a story and when they listen to an
explanation of a new concept in Maths
•
‘translate’ between Standard Australian English
and non-standard English, or identify regional
variations in vocabulary, eg the words used for
nature strip or bathers in different states
•
discuss differences and similarities in information
in different texts on the same topic
•
identify texts that have similar content or ideas
•
there are connections between texts, and between
texts and their own experiences
negotiate roles in group discussions, eg chair,
reporter, scribe
•
•
•
discuss similarities and differences between the
experiences of characters in stories and in people
they know
Language Structures and Features
Language Structures and Features
Listening and speaking situations
Listening and speaking situations
•
each kind of text has particular structures and
language features that can be used to organise
speaking and gain information when listening
•
speak and listen through discussions,
conversations and oral presentations in informal
and formal contexts, individually and in groups
•
when people listen to and think about stories they
can identify and discuss the plot, the setting, the
characters and the moral of the story
•
listen and respond to stories that infer characters’
qualities, motives and actions based on implicit
information within the text
•
present stories which have a developed
orientation, a story-line involving a complication
and a resolution, and some character description
and development
•
listen and respond to poems to infer how the
figurative language contributes to the main idea or
atmosphere of the poem
•
present poems which have rhyme, rhythm and
some figurative language
•
when people listen to arguments they can identify
the opinion being expressed and the information
given to justify it, and can discuss whether they
think the argument is justified and why
English - Listening and Speaking
Outcomes and Indicators 2009
15
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 2 (cont)
Learners know and understand that:
Learners are able to
Listening and speaking situations (cont)
•
•
listen and respond to information reports to gain
information, to make connections between ideas
and to evaluate their effectiveness
•
present information reports which have a
general classification and a description of a few
distinguishing features
•
•
share procedures which have a set of instructions
containing a list of materials and steps in a logical
sequence
•
there are specific words associated with each
subject that can be discussed
listen and respond to procedures to understand
what to do and to evaluate their clarity, eg infer a
missing step
•
•
present arguments which state an opinion and
provide an elaboration of the opinion based on
personal judgement
•
Language patterns and vocabulary
listen and respond to arguments to identify, affirm
or challenge the argument and disagree in a
respectful manner
engage appropriately in transactions at home,
school and in the community, eg visiting a
friend’s house and greeting their parents, seeking
attention, forming and maintaining friendships,
introducing and thanking people
Language patterns and vocabulary
•
words can be chosen to present people, things or
actions in a particular way
use words and phrases that can be used to
represent people, places and events, in a chosen
way
-
adjectives to enhance description
-
verbs, eg tapped, knocked, banged, shuffled
16
identify common metaphorical usage, eg hop into
the car, the names of sporting teams, eg Dragons,
Tigers (ie not Toads or Elephants)
use words and phrases that can be used to
differentiate facts and opinions, eg I feel..., There
are…
•
everyday speech is full of figurative language
•
•
•
use subject-specific nouns and verbs when
presenting factual texts to convey clarity and
accuracy, eg herbivore, skeleton
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 2 (cont)
Learners know and understand that:
Behaviours
Learners are able to
Behaviours
•
negotiation of roles is a key element of group
discussions
use facial expressions, movements, gestures and
modulation of volume to enhance their expression
of ideas
•
use their voices to convey character and
atmosphere when telling stories and presenting
poems
identify and use appropriate behaviours for
speaking and listening at home and in various
contexts at school
verbal and non-verbal behaviours differ between
contexts
•
vary their own spoken language by the effective
use of pauses, volume and pace
•
effective speakers use volume, pace, eye contact
and facial expression to convey their ideas and
feelings
•
•
•
Strategies
Strategies
Listening processes and strategies
Listening processes and strategies
•
listening is a two-way process and needs to be
planned for
•
listen constructively, eg offer positive and
encouraging feedback
•
speakers make choices to gain audience attention
•
consider the information and views presented in
spoken texts
•
preparation and rehearsal are essential for
effective presentation
•
effective speakers monitor and self-correct as they
go
-
use text structure to identify main ideas and
some details, eg listening for first and last
things said, key words, supporting details and/
or illustrative examples
-
examine personal responses and other relevant
viewpoints
-
develop questions
-
extend ideas in a constructive manner
•
use before, during and after listening strategies
to understand spoken texts, eg visualising,
using past knowledge as a framework to build
understanding, using turn taking protocols to
clarify and/or build on others’ ideas, recording key
ideas and questions
•
phrase questions to obtain more information from
the speaker
•
identify different forms of questions, eg
considering whether a statement I can’t find my
pen is intended as the question Where is my pen?
Speaking processes and strategies
•
English - Listening and Speaking
Outcomes and Indicators 2009
generate and develop ideas for self selected and
specific speaking contexts, eg consider personal
experiences, the experience of others, other texts
or research
17
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 2 (cont)
Learners are able to
Learners know and understand that:
Speaking processes and strategies (cont)
•
•
select, organise, rehearse and modify ideas
before giving a short prepared talk or conducting
an interview, appropriate to audience, eg use
guiding frameworks, practise and seek feedback,
record and listen to a speech to review it
•
use a small range of devices to enhance meaning,
eg rephrasing, adjusting volume and pace
•
18
initiate and maintain discussion and
conversations, eg make statements, ask
questions, give commands
monitor their language for meaning and accuracy
and self-correct
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
English
Listening and Speaking
Outcome
Band 3
Band 2
Learners vary
their speaking and
listening for a small
range of contexts,
purposes and
audiences, adjusting
language structures,
features and
strategies according
to the purpose of the
interaction and the
relationships of the
people involved.
Learners engage with and compose a range of oral
texts that explain, instruct, argue and narrate, often in
combination, which are used in the learning areas and
in the public domain. They identify and evaluate many
crafting choices made by texts’ composers. They choose
and use strategies for engaging with oral texts as listeners
and with preparing for and addressing an audience as
speakers.
Learners demonstrating solid evidence of
L/S 3.1 Texts and Contexts
•
listen to and produce narratives, persuasive texts and
arguments with increasing linguistic complexity and
accessible themes
•
identify, develop and present the main ideas,
supporting details and alternative opinions in clearly
structured spoken texts
•
consider the appropriateness of text form, register
and conventions of non-verbal communication so it is
sensitive towards familiar audiences
L/S 3.2 Language Structures and Features
•
manipulate text and sentence structure and word
choice to create a particular style and tone
•
Learners engage
with and compose
a range of oral texts
in the public domain
which explore
personal, social,
cultural and political
issues of significance
to their own lives
and communities.
They analyse
and investigate
challenging ideas and
issues, and advance
and refute arguments.
They adjust their
listening, preparation
and speaking
strategies according
to their purposes and
audiences.
participate in spontaneous and prepared discussions,
conversations, meetings and debates in a sustained
and constructive manner
•
Band 4
select and adjust verbal and non-verbal behaviours for
particular groups to clarify messages
L/S 3.3 Strategies
•
•
Indicators
speak clearly using conventions appropriate to the
formality of the context and use devices to engage the
audience
acknowledge and respond appropriately to the
contributions of others, recognising nuances of
meaning, distinguishing fact from opinion and main
ideas from supporting details
The curriculum scope for planning and assessing learning within Band 3
Learners know and understand that:
Texts and Contexts
Use of texts
Learners are able to
Texts and Contexts
Use of texts
narratives explore issues through the telling
of a story and lyric poetry explores issues by
expressing thoughts and feelings about it
•
information texts seek to convey information as
effectively as possible, using a logical sequence of
information and clear expression
English - Listening and Speaking
Outcomes and Indicators 2009
•
listen to culturally diverse stories and poems
which explore various issues and identities
•
•
present and perform stories from their own
knowledge or cultural heritage
19
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 3 (cont)
Learners are able to
Learners know and understand that:
Use of texts (cont)
•
argument texts seek to justify a point of view on
the basis of evidence
Context, purpose and audience
Use of texts (cont)
•
listen to and compose analytical, informative,
argument and persuasive texts which explore
relatively unfamiliar ideas, information and issues
of significance to them or researched by them
Context, purpose and audience
•
composers of texts use their assumptions of
the audience and choose the content, structure
and language of their texts in order to meet the
interests or expectations of their target audience
•
the way that people interpret texts is influenced by
the knowledge and values of the groups to which
they belong
•
identify the target audience for a presentation and
explain what aspects of its content, structure or
language make its target audience obvious, eg a
master of ceremonies introduction of a song at a
concert
•
identify and discuss basic intertextual connections,
eg the way that friendship groups use the same
slang to separate themselves from ‘outsiders’
•
discuss how different groups might respond to the
same text, eg rap music and lyrics
recognise the tone, pronunciation, timing and
accents of formal or persuasive speech, eg
Queen’s message, opening ceremonies
•
listening and speaking provide opportunities to
form and maintain relationships, consider ideas,
and to persuade others
•
•
•
describe the language or languages used by
family, peers and other adults in different contexts
some contexts require more formality of language
than others
Language Structures and Features
Language Structures and Features
Listening and speaking situations
Listening and speaking situations
•
the specific generic structure a text type derives
from its field, purpose and audience
•
every text has a main idea (what it is saying about
what subject), which the text explores in the way
characteristic of its type
•
•
speak and listen through discussions,
conversations and oral presentations including
prepared and spontaneous group discussions,
meetings and debates
actively engage with
-
•
•
•
modality is an important aspect of valid argument
•
a debate is a collaborative argument with each
speaker contributing to the team’s overall point of
view
20
•
oral descriptions to identify and discuss salient
features and the atmosphere created by the
words chosen
-
it is more valid to state that something is an
opinion than to make an assertion
stories and poems to identify and discuss
theme, narrator and atmosphere
-
sufficient evidence needs to be presented to
support a proposition in an argument for it to be
effective
arguments (including in the form of debates)
to identify the main idea (the proposition) and
evidence offered by the speaker to support a
proposition, to evaluate whether it is sufficient
for its purpose and to challenge it if not
present and perform orally, individually and in
groups
- stories (including scripted and unscripted plays)
that have an orientation, some characters, a
plot involving a complication, and an ending
which is not necessarily a resolution, using their
voices to bring the characters to life
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 3 (cont)
Learners know and understand that:
Learners are able to
Listening and speaking situations (cont)
-
-
Language patterns and vocabulary
•
creators of stories and poems choose language,
include figurative language, to create atmosphere
and portray feelings as well as to express ideas
arguments (including in the form of debates)
which have a generalised point of view that
is sustained throughout the speech with
elaboration based on personal judgement and
a conclusion
succinct accounts of important personal
experiences or events, reflecting on the
significance of these
Language patterns and vocabulary
•
use words and phrases that can be used to
represent people, places and events in a chosen
way, to express opinions
-
•
adjectives to appeal to certain groups, eg sick,
awesome, fantastic
use words and phrases that can be used to
represent and differentiate facts and opinions, in a
chosen way
-
evaluative nouns, eg mansion, shack
-
evaluative verbs, eg love, loathe
-
evaluative adjectives, eg wonderful, hideous
•
•
•
verbal and non-verbal cues can be used to
maximise communication and delivery
English - Listening and Speaking
Outcomes and Indicators 2009
•
use conjunctions and other linking words to
express cause-and-effect relationship, eg It is bad
because..., to compare and contrast, eg but, as if
and to add, eg and, as well
use pronouns for cohesion
•
Behaviours
recognise and use introductory phrases which
indicate an opinion is being offered, eg I believe
…, I feel that …, In my opinion … rather than to
assert, eg fishing is a great sport
•
paragraphs and clauses can be linked by cohesive
devices
use questions that seek a detailed response and/
or probe thinking of speakers and their audience,
eg ask why, how, what if questions
•
•
use words to indicate degrees of certainty, eg
must, should, may
use words that link specific ideas within and
across sentences, eg words that can occur
together and are related to each other, eg
crocodile, reptile, animal, creature, dinosaur
Behaviours
•
use non-verbal resources, eg facial expression,
gestures, actions, and spoken resources, such
as pace, volume and pronunciation to emphasise
meaning and appeal to different audiences
21
NT Curriculum Framework
Indicators
The curriculum scope for planning and assessing learning within Band 3 (cont)
Learners know and understand that:
Learners are able to
Behaviours (cont)
•
adjust information or tone of voice to a listener’s
reaction, eg pause to think what to say next
Strategies
Strategies
Listening processes and strategies
Listening processes and strategies
messages can be conveyed verbally and nonverbally, eg through body language, voice tone,
and these ways differ in different cultural settings
Speaking processes and strategies
•
use some strategies to record ideas presented
orally for later review of information, eg take brief
notes, tape record interviews
•
•
summarise main ideas in short oral texts
Speaking processes and strategies
•
22
use strategies to engage the listener’s attention,
eg humour, linking to shared experiences and
understandings, building on ideas of others,
conveying interest and authority through word
choices
select, order and organise subject matter clearly
for prepared spoken presentation
appraise, select and use appropriate language,
eg colloquial language and/or Standard Australian
English, being mindful of the socio-cultural
contexts, avoiding discriminatory language
summarise ideas, answer questions
•
speakers use their assumptions about the
characteristics of listeners to engage their interest
and attention
•
•
•
use strategies to emphasise meaning and to
appeal to and influence different audiences, eg
consider and use appropriate volume, words,
pace, tone, pronunciation and non-verbal
resources such as facial expressions, gestures
and movement
•
a range of known strategies assists in researching,
planning, revising and presenting information and
opinion orally
•
•
•
engage others by projecting a sense of
commitment, interest and authority on a topic
speakers adjust language to indicate closeness
or distance in relationships and to show or
acknowledge power
English - Listening and Speaking
Outcomes and Indicators 2009
NT Curriculum Framework
English
Listening and Speaking
Outcome
Band 4
Band 3
Learners engage
with and compose
a range of oral texts
that explain, instruct,
argue and narrate,
often in combination,
which are used in
the learning areas
and in the public
domain. They identify
and evaluate many
crafting choices made
by texts’ composers.
They choose and
use strategies for
engaging with oral
texts as listeners
and with preparing
for and addressing
an audience as
speakers.
Learners engage with and compose a range of oral texts
in the public domain which explore personal, social,
cultural and political issues of significance to their own
lives and communities. They analyse and investigate
challenging ideas and issues, and advance and refute
arguments. They adjust their listening, preparation and
speaking strategies according to their purposes and
audiences.
Learners demonstrating solid evidence of
L/S 4.1 Texts and Contexts
•
express creative and analytical responses to texts,
themes and issues
•
understand how speakers use their assumptions about
the audience to position them to accept their point of
view, and that there are devices used to persuade and
entertain listeners
L/S 4.2 Language Structures and Features
•
use meetings, extended presentations, formal and
parliamentary style debates and group discussions to
compare ideas, examine issues, evaluate opinions,
argue points, make judgements, persuade others and
convince listeners using evidence and reasoning
•
use and adjust aspects of schematic structures,
sentence length, text connectives, phrases and words
to convey convincing messages in spoken texts
•
Learners listen and
respond to complex
oral texts which
derive from a number
of different historical,
geographical and
cultural contexts.
They give speeches
characterised by
some complexity of
subject matter and
organisation and
with some control of
register. They use
their knowledge of
discourse analysis
to recognise the
register of a text
and the values and
attitudes which it
signals. Learners
appraise their own
presentations for
clarity, cohesion,
consistency and
register.
begin to identify the style and tone of texts
•
Band 5
vary verbal and non-verbal behaviours to influence an
audience
L/S 4.3 Strategies
•
•
Indicators
adjust speaking to communicate effectively and
persuasively by experimenting with style and tone
anticipate responses from others and respond to
questions and comments by clarifying, paraphrasing
and commenting on main issues; identify omissions
in information; and identify the position taken by the
speaker
The curriculum scope for planning and assessing learning within Band 4
Learners know and understand that:
Learners are able to
Texts and Contexts
Texts and Contexts
Use of texts
Use of texts
•
literature can endorse or critique the ideas of a
society, explore and express ideas and feelings
and entertain
•
the composers of texts sometimes deliberately
make allusions to previous texts to suggest some
kind of similarity or difference between them
English - Listening and Speaking
Outcomes and Indicators 2009
•
listen and respond to imaginative oral texts, eg
spoken books, serialised novels, poetry and plays
on the radio including adolescent, contemporary
and classic imaginative texts in a variety of forms
and styles, which explore personal, social, cultural
and political issues of significance to their own
lives and communities
23