Back to Speaking and Listening
Task Summary
Throughout the year, students had been involved in whole class discussions relating to a theme or challenge question. In this sample, the students were provided the opportunity to discuss the question ‘What is a mistake?’ in a smaller group. They then reflected on the small group format.
Duration: 9 minutes 26 seconds
Level 6 Sample 1 transcript
Level 6 Speaking and Listening achievement standard (extract only)
This speaking sample provides evidence of student achievement for:
Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view … elaborating on key ideas … They … contribute actively to class and group discussions, using a variety of strategies for effect.
For more information, please see: Victorian Curriculum F–10: English – Level 6 – Speaking and Listening
Video with annotations against achievement standard extracts for Speaking and Listening
The students:
Speak on a range of real or imagined topics that include ideas or concepts from learning areas (‘a mistake is an opportunity to learn’).
Organise more complex ideas or concepts logically, selecting details to accentuate key points (the example of the lucky escape and the CATs [common assessment tasks] to support the argument that making mistakes allows for new learning).
Restate different points of view and makes suggestions to negotiate agreement (‘You could learn from some mistakes. I don’t reckon you can learn from all of them’).
The students:
Pose problems, hypothesise and formulate questions about abstract ideas in group situations (considering the difference between a mistake and an accident).
Rephrase or clarify to repair meaning (an accident as ‘something that you did but you, um, like … you didn’t do it on purpose’).
The students:
Use language to align the listener with personal position (‘I really like … it kind of gives everyone a bit more chance to voice their opinion’).
Planning the next stage of student learning
When planning the next stage of the teaching and learning program to progress these students’ learning, focus on the following skills and knowledge:
Level 6
- Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (VCELA363)
- Understand the uses of objective and subjective language and bias (VCELA364)
- Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (VCELY367)
Level 7
- Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (VCELT393)
- Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, using interaction skills when sharing interpretations or presenting ideas and information (VCELY395)