responds to and composes increasingly complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
- Engage personally with texts
- investigate, appreciate and enjoy a range of texts and different ways of responding to texts
- respond to texts by listening, reading and viewing for specific purposes and content (ACEEA034)
- understand and explain the issues, ideas and arguments in both fiction and nonfiction texts (ACEEA037)
- Develop and apply contextual knowledge
- identify and describe the contexts of composing and responding, for example personal, social, historical, cultural and workplace contexts, and consider how these contexts impact on meaning
- recognise that texts, including their own, are created in and for a variety of purposes, audiences and contexts
- Understand and apply knowledge of language forms and features
- predict the form and content of texts from structural and visual elements and contextual information (ACEEA006)
- identify and describe the forms and conventions of texts created in different modes and media, including visual texts (ACEEA018)
- appreciate the uses and value of Standard Australian English for a variety of purposes, audiences and contexts
- Respond to and compose texts
- compose personal responses to individual texts and groups of texts and consider the responses of others in both written and spoken forms
- develop and present information and ideas in a range of modes and media and in analytical, expressive and imaginative ways
The course objectives express the knowledge, skills and understandings that are demonstrated through the outcomes and content. These are applied within the context of the modules.
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 7, Reading and Responding level 7 and Oral Interaction level 8.
An EAL/D student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 7 and Oral Interaction strand from level 1 to level 8. Teachers plan a learning pathway for EAL/D students using the ESL scales outcomes and pointers. Teachers assess EAL/D students' current level of English on the ESL scales, then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL/D students to achieve this English syllabus outcome, the teaching focus and pathway of learning will be mainly within the Language and cultural understanding ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 6.6, 7.6; Writing: 4.10, 5.10, 6.10, 7.10.