recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
- Develop and apply contextual knowledge
- recognise that there are different ways of using spoken language to communicate
- demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and purpose
- recognise different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language
- explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
- understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
- Understand and apply knowledge of language forms and features
- begin to identify some language features of familiar spoken texts
- identify the difference between a question and a statement
- understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
- greet people differently according to the relationship
- make simple requests using appropriate word order
- recognise and interpret a simple instruction from teachers and peers
- compose texts to communicate feelings, needs, opinions and ideas
- use music and/or actions to enhance the enjoyment and understanding of rhymes, poems, chants and songs
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 4.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Oral Interaction strand from level 1 to level 4. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL 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 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 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-6B the sub-elements (and levels) of Listening (LiS2–LiS3), Interacting (InT2), Speaking (SpK2–SpK4) and Understanding texts (UnT3) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.