English Speaking & Listeningusually ages 9–10

Identifying Reasons Behind a Speaker's Points

Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

How to tell they’ve got it

Tick these off as you see them — no test required.

Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point
Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made
Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'

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Try this together

When your child listens to someone making an argument or giving reasons for something, can they tell you whether the reasons given actually support what the person is claiming?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Engaging Listeners and Valuing Viewpointsages 7–8Identifying a speaker's reasons and evidence builds on evaluating viewpoints and building on others' contributions in discussion

Why the author wrote itages 8–9Evaluating a speaker's reasoning parallels evaluating an author's purpose and point of view in reading

Identifying Reasons Behind a Speaker's Pointsthis skill · ages 9–10

Unlocks

Evaluating a Speaker's Argumentages 10–11Evaluating speaker builds on identifying speaker's evidence

Ethics in Real-World Issuesages 9–11Ethical evaluation benefits from evaluating reasoning and evidence in speech

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 1 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9E4LA07low confidenceYear 4 · Language

investigate how quoted (direct) and reported (indirect) speech are used

AC9E5LA04low confidenceYear 5 · Language

understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

AC9E5LA02low confidenceYear 5 · Language

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

NSW syllabus codes & stages only

EN3-OLC-01low confidenceEnglish K-10 · Stage 3

Victorian Curriculum 2.0 codes & levels only

VC2E5LY01low confidenceEnglish · Level 5 · Literacy strand

VC2E6LY01low confidenceEnglish · Level 6 · Literacy strand

VC2E6LY08low confidenceEnglish · Level 6 · Literacy strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Paraphrasing What You Hearages 9–10 Adapting Speech to Contextages 10–11 Building on Others in Discussionsages 10–11 Drawing Conclusions from Discussionages 10–11

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