identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning
- Engage personally with texts
- engage with a range of imaginative, interpretive and factual texts for different purposes, audiences and contexts
- identify appropriate language and structures of texts, including text format, structure and language choices
- Develop and apply contextual knowledge
- identify, describe and use language forms and features relevant to personal, social, historical, cultural and workplace contexts
- identify techniques used in literature, film and the mass media to shape meaning and influence responses
- Understand and apply knowledge of language forms and features
- explain the effect of different literary and persuasive techniques, for example rhetorical devices, figurative language and dramatic irony (ACEEA068, ACEEA069)
- use organisational features and emphases, for example repetition, reiteration and paraphrasing, literal and interpretive levels of meaning and main ideas in texts
- use metalanguage to discuss texts and their composition (ACEEA020)
- understand and respect that Aboriginal language dialects and Aboriginal English are expressions of cultural heritage and identity
- Respond to and compose texts
- respond to and compose a range of texts for specific purposes, audiences and contexts in both written and spoken form, and reflect on the ways in which meaning is shaped
- use appropriate conventions of grammar, sentence structure and punctuation with increasing consistency
- use persuasive, descriptive and emotive language as appropriate to purpose, audience and context (ACEEA052)
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 and Language structures and features ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 5.7, 6.6, 6.7, 7.6, 7.7; Writing: 4.10, 5.10, 5.11, 6.10, 6.11, 7.10, 7.11.