Learning Continuum of Literacy (Version 8.4)

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Text knowledge

This element involves students understanding how the spoken, written, visual and multimodal texts they compose and comprehend are structured to meet the range of purposes needed in the learning areas.

Students understand the different types of text structures that are used within learning areas to present information, explain processes and relationships, argue and support points of view and investigate issues. They develop understanding of how whole texts are made cohesive through various grammatical features that link and strengthen the text’s internal structure. In developing and acting with literacy, students:

  • use knowledge of text structures
  • use knowledge of text cohesion.

Level 3

Typically by the end of Year 4, students:

Use knowledge of text cohesion

use knowledge of how texts are made cohesive through linking words and phrases, for example ‘so’, ‘therefore’, ‘then’, ‘in addition’, and the correct use of pronouns to comprehend and compose texts

Use knowledge of text structures

use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts

Level 4

Typically by the end of Year 6, students:

Use knowledge of text cohesion

use knowledge of how cohesive links can be made in texts through omitting and replacing words

Use knowledge of text structures

use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

Level 5

Typically by the end of Year 8, students:

Use knowledge of text cohesion

use knowledge of word functions to make connections in texts

Use knowledge of text structures

use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others