thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments
Related Life Skills outcome: ENLS6-9
- Engage personally with texts
- investigate a wide range of texts, including those by and about Aboriginal and/or Torres Strait Islander People(s), in order to think broadly, deeply and flexibly in imaginative, creative, interpretive and analytical ways
- appreciate the value of thinking about texts in different ways
- Develop and apply contextual knowledge
- analyse how the contexts of composers (authors, poets, playwrights, directors, designers and so on) or responders (readers, listeners, viewers, an audience and so on) influence their perspectives and ideas
- Understand and apply knowledge of language forms and features
- understand, assess and appreciate how different language features, text structures and stylistic choices can be used to represent different perspectives and attitudes
- assess the effects of rhetorical devices, for example emphasis, emotive language and imagery in the construction of argument (ACEEN025)
- Respond to and compose texts
- synthesise information and ideas for a range of purposes, including development of sustained, evidence-based, logical and complex argument (ACEEN071)
- use the information and ideas gathered from a range of texts to present perspectives in analytical, expressive and imaginative ways
- assess their own and others’ justifications, evidence and point of view (ACELR064)
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 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.