uses, evaluates and justifies processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies
- Engage personally with texts
- compose, analyse and evaluate texts using different media and technologies
- frame questions to direct inquiry and synthesise information from multiple sources, including literary and nonliterary texts (ACEEA065)
- Develop and apply contextual knowledge
- evaluate the most appropriate use of technologies and compositional processes for the particular purposes of investigating, clarifying, organising and presenting information, ideas and opinions
- evaluate how audience responses to ideas and issues are manipulated in a range of personal, social, historical, cultural and workplace contexts (ACEEA090)
- Understand and apply knowledge of language forms and features
- analyse how language forms and conventions used in different modes and media influence audiences (ACEEA072)
- use and evaluate a range of research sources, methods and data, for example interviews, surveys or questionnaires (ACEEA102)
- Respond to and compose texts
- use and evaluate a range of types of texts and digital, multimodal and print-based technologies (ACEEA098)
- reflect on and evaluate the effects of a change in technology on their own compositions
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.