English Level 2 (Years 1 and 2)
Learning focus
As students work towards the achievement of Level 2 standards in English, they extend their knowledge of how language is used in a range of written and spoken texts. With teacher support and through the sharing of texts, students develop a consciousness of texts – how they are constructed and the purposes they fulfil.
Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures, uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.
Students engage in individual, small group and teacher-directed activities in which they read a variety of texts and explore the wide range of purposes, contexts and audiences for which texts are produced. They learn to recognise that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience. Through class discussions they consider the opinions and viewpoints of others and become aware that there are different interpretations of texts. They begin to connect the themes and ideas in texts to their own knowledge and experience.
Students write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns, conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, come, going, like), most words of one syllable with regular spelling (for example, sharp, thick, star), and some two-syllable words with regular spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries and spell-checking software. They experiment with written and electronic publishing options. When handwriting, they practise correct letter formation.
In planned and spontaneous activities, students explore the structures and features of language in spoken texts. They become increasingly aware of how and why their own speaking needs to be varied to suit different situations and audiences. Students focus on organising their ideas to make themselves understood and, with guidance, develop strategies to improve oral presentations, for example, by varying volume and pace.
Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and interpret texts such as serialised readings or films.
National Statements of Learning
This learning focus statement, in conjunction with aspects of the Communication Level 2 learning focus statement, incorporates aspects of the Year 3 National Statement of Learning for English.
Standards
Reading
At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.
Writing
At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing.
Speaking and listening
At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information presented. They listen to others and respond appropriately to what has been said.
Year 3 National Literacy Benchmarks
The benchmarks describe minimum standards. For this reason, the Year 3 benchmarks relate to Level 2 English standards. Links to the literacy benchmarks are located at Curriculum Corporation.
Downloads
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English booklet (
PDF - 255KB) - English standards table (Doc - 51KB)
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Victorian Essential Learning Standards Level 2 ( PDF - 591KB)
