recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
- Develop and apply contextual knowledge
- understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
- understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
- make connections between different methods of communication, eg Standard Australian English, Aboriginal English, home language, sign language and body language
- recognise a range of purposes and audiences for spoken language with increasing independence
- recognise different oral texts, eg conversations at home, in the classroom and playground
- develop an understanding of different forms of communication technologies available for hearing and visually impaired people and people with other disabilities
- Understand and apply knowledge of language forms and features
- identify organisational patterns and features of predictable spoken texts
- understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
- identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
- make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
- rehearse and deliver short presentations on familiar and new topics (ACELY1667)
- retell familiar stories and events in logical sequence, including in home language
- rephrase questions to seek clarification
- listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
- explain personal opinions orally using supporting reasons, simple inferences and reasonable prediction
- demonstrate active listening behaviours and respond appropriately to class discussions
- recognise and respond to instructions from teachers and peers
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 5.
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 5. 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, 5.1, 5.2.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-6B the sub-elements (and levels) of Listening (LiS5), Interacting (InT4), Speaking (SpK3–SpK4) and Understanding texts (UnT4–UnT6) 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.