identifies and explains cultural assumptions in texts and their effects on meaning
Related Life Skills outcome: ENLS6-11
- Engage personally with texts
- identify cultural assumptions in their own texts and in their responses to the texts of others
- Develop and apply contextual knowledge
- recognise how context influences the cultural assumptions that underpin their own and others’ compositions of, and responses to, texts
- understand the contemporary application of Aboriginal cultural protocols protocols in the production of texts for the purpose of Indigenous cultural and intellectual property protection
- Understand and apply knowledge of language forms and features
- assess and reflect on the ways values and assumptions are conveyed (ACELR058)
- analyse and discuss the ways ideas, voices and opinions are represented (ACEEN029)
- Respond to and compose texts
- analyse how language and argument can create or reflect bias that may shape cultural perspectives
- analyse literary texts created by and about a diverse range of Australian people, including Aboriginal and/or Torres Strait Islander People(s) and people with Asian heritage, and consider the different ways these texts represent people, places and issues
- describe and explain cultural assumptions in texts, including texts by and about Aboriginal and/or Torres Strait Islander People(s), and people with Asian heritage
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.