produces most lower case and upper case letters and uses digital technologies to construct texts
- Develop and apply contextual knowledge
- demonstrate a growing understanding that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively
- Understand and apply knowledge of language forms and features
- understand foundation movements that underpin NSW Foundation Style
- begin to understand the sequence of letters through structured and guided activities
- use foundation movements as a basis for the introduction of formal letters when composing simple imaginative and other texts for enjoyment or to convey an idea or experience
- develop basic skills of writing, including correct pencil grip, good posture, handwriting movements and accurate use of alternative writing tools, to form some lower case and upper case letters
- write from left to right and leave spaces between words
- produce some lower case and upper case letters using learned letter formations (ACELY1653)
- use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus
- experiment using digital technologies, eg produce own name, commonly used words and simple sentences
- construct texts using software including word processing programs (ACELY1654)
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. 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 within the Language structures and features ESL scales strand organiser. See ESL scales outcomes B1.7, B2.7, 1.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe–3A the sub-elements (and levels) of Creating texts (CrT2–CrT4) and Handwriting and keyboarding (HwK1–HwK4) 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.