The document discusses English language development levels across the Australian curriculum, showing progression from junior primary to secondary school levels in areas like reference, vocabulary, sentence structure, and evaluative language. It also analyzes NAPLAN writing data from 2010 to 2014 which found needs in vocabulary, sentence structure, and persuasive devices across years 3, 5, and 7. The agreed whole school focus based on this analysis will be on sentence structure.

1. Language and Literacy Levels
across the Australian Curriculum:
EALD students
Adapted from
Module 1.2
Building Language Capacity

2. Context: The Data
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
0
100
200
300
400
500
600
700
ScaledScore(average)
NAPLAN Writing

3. Growth Trend
570.2 Year 7 Average
512.6 Year 5 Average
440.6 Year 3 Average

4. Growth Data
NAPLAN Writing Narrative Persuasive Persuasive Persuasive Persuasive
2010 2011 2012 2013 2014
Year 3 437 446 448 433 439
Year 5 540 510 521 500 492
Year 7 548 581 575 567 580
Expected growth from
Year 3 to 5 = 80 points
Year 5 to 7 = 50 points

5. Register continuum
everyday, concrete technical, abstract
Expressing and developing ideas –Subject matter
What is the topic? How is it treated?
informal personal novice formal impersonal informed/expert
Interacting with others – Roles & relationships
Who is involved? What are their roles and relationships?
most spoken most written
‘here and now’ generalised context
language with action language of reflection
Text structure and organisation – Mode of communication
How is the message conveyed? How spoken or written-like is it? What technologies are used?

6. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

7. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

8. Read Foregrounding in Glossary.
.
Building Language Capacity
a) uses simple text connectives to:
o organise and
sequence sections of
text in time: At first;
After that; Today
b) uses text connectives to:
o organise text: Firstly;
In addition; Finally; In
conclusion
c) uses a wider range of
conjunctions (text connectives)to
show logical connections between
paragraphs and sentences: On the
other hand; However; Therefore
d) begins to use a small range of
text connectives:
o formulaically to
organise arguments:
Firstly; Secondly;
Thirdly
e) foregrounds circumstances in a
range of genres
time or place in recounts,
narratives and explanations: Later
on in her life; After her death; After
six days; Three weeks later; Just
metres away; At the University of
Adelaide
f) uses circumstances of time
and/or place to begin paragraphs in
historical recounts and narratives:
In 1851; During December 1854; A
few minutes later; At home
g) uses circumstances of time
and/or place to begin paragraphs in
recounts and explanations: On the
way there; The next few days; The
day after that; In the end; After a
few weeks
h) begins to use/choose
circumstances of time at the
beginning of recounts, narratives
and observations/ responses: Once
upon a time; Long, long ago; Many
years ago; This Term; In 1888
most spoken like language most written like language

9. Level 7
(Year 3)
Level 8
(Year 4)
Level 9
(Year 5)
Level 10
(Year 6)
 begins to use/choose
circumstances of time
at the beginning of
recounts, narratives
and observations/
responses: Once upon a
time; Long, long ago;
Many years ago; This
Term; In 1888
 uses circumstances of
time and/or place to
begin paragraphs in
recounts and
explanations: On the
way there; The next few
days; The day after
that; In the end; After a
few weeks
 uses circumstances of
time and/or place to
begin paragraphs in
historical recounts and
narratives: In 1851;
During December 1854;
A few minutes later; At
home
 foregrounds
circumstances in a
range of genres
o time or place in
recounts,
narratives and
explanations:
Later on in her
life; After her
death; After six
days; Three
weeks later; Just
metres away; At
the University of
Adelaide
 begins to use a small
range of text
connectives:
o formulaically to
organise
arguments:
Firstly; Secondly;
Thirdly
 uses simple text
connectives to:
o organise and
sequence sections
of text in time: At
first; After that;
Today
 uses text connectives
to:
o organise text:
Firstly; In
addition; Finally;
In conclusion
 uses a wider range of
conjunctions (text
connectives)to show
logical connections
between paragraphs
and sentences: On the
other hand; However;
Therefore

10. Language progression across the Levels
• Read The Levels as a continuum (p 11) in
Introduction

11. Language progression across the Levels
• Read Explanation of quantifying terms
used within the Levels p 11

12. Junior Primary
(Levels 1-6)
Primary
(Levels 7-11)
Secondary
(Levels 12-14)
1. Reference
2. Simple sentence
3. Verbs
4. Nouns
5. Topic vocabulary
6. Spelling
1. Reference
2. Compound and
complex
sentences
3. Verbs and verb
groups/phrases
4. Circumstances
(Adverbs/adverb
groups/phrases
and prepositional
phrases)
5. Noun
groups/phrases
6. Evaluative
language
1. Complex
sentences
2. Verbs and verb
groups/phrases
3. Circumstances
(Adverbs/adverb
groups/phrases
and prepositional
phrases)
4. Noun
groups/phrases
5. Nominalisation
6. Evaluative
language
7. Topic Vocabulary

13. Areas of Need – Analysis of NAPLAN
2014Year 3 – Vocabulary
Persuasive Devices
Sentence Structure
(Paragraphing)
Year 5 - Vocabulary
Sentence Structure
Persuasive Devices
Paragraphing
Year 7 - Vocabulary
Sentence Structure
Punctuation
Agreed whole school
focus:
Sentence Structure