uses and evaluates processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies
- Engage personally with texts
- Develop and apply contextual knowledge
- select and use technologies and compositional processes for particular purposes of investigating, clarifying, organising and presenting information, ideas and opinions
- assess the appropriateness and effectiveness of different processes and technologies for presenting information and ideas in a range of personal, social, historical, cultural and workplace contexts (ACEEN003)
- Understand and apply knowledge of language forms and features
- describe the forms and conventions of texts created in different modes and media, including visual and digital texts (ACEEA018)
- explain the visual features of texts and interpret graphic representations of data (ACEEA046)
- Respond to and compose texts
- locate suitable information sources, skimming for general meanings and scanning for specific information, note-taking, summarising, paraphrasing and using graphic organisers to collect and collate information (ACEEA010)
- use different textual forms to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies (ACEEA049)
- edit their work to correct errors and ensure consistent and appropriate style
- use, individually and in groups, a range of modes, media and technologies to investigate, clarify, organise and present ideas
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 Strategies ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 6.4, 7.4, 8.4; Reading and Responding: 4.8, 5.8, 6.8, 7.8; Writing: 4.12, 5.12, 6.12, 7.12.