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NSW Syllabuses

English as an Additional Language or Dialect EAL/D - Year 11 - Objective C Outcome 5


A student:

  • EAL11-5

    thinks imaginatively, creatively, interpretively and critically to respond to and represent complex ideas, information and arguments in a wide range of texts

  • Content

  • Students:
  • Engage personally with texts
  • explore a wide range of texts in order to think broadly, deeply and flexibly in imaginative, creative, interpretive and analytical ways ahcacctiu
  • recognise the difference between initial personal response and a more studied and complex response (ACELR003) psc
  • Develop and apply contextual knowledge
  • collect, select, interpret and draw conclusions about information and ideas from a range of texts AHCICTIUPSCWE
  • understand how the contexts of composers (authors, poets, playwrights, directors, designers and so on) and responders influence their ways of thinking ahcacctiu
  • distinguish between fact and opinion, main ideas and supporting details presented in texts (ACEEA008)
  • Understand and apply knowledge of language forms and features
  • explain how language is used to influence or persuade an audience or to express appreciation of an object, a process or a performance (ACEEA014) CCT
  • use a range of common cohesive links at sentence, paragraph and whole-text level, for example referencing, lexical chains and conjunctions (ACEEA201)
  • Respond to and compose texts
  • use the information and ideas gathered from a range of texts to present and support own ideas in analytical, expressive and imaginative ways
  • compose imaginative texts using description, characterisation, and direct and indirect speech (ACEEA024)

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.

ESL Scales

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 Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.1, 6.1, 7.1, 8.1; Reading and Responding: 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6; Writing: 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.