identifies how language use in their own writing differs according to their purpose, audience and subject matter
- Develop and apply contextual knowledge
- identify the audience of imaginative, informative and persuasive texts (ACELY1668)
- discuss some of the different purposes for written and visual texts
- Understand and apply knowledge of language forms and features
- understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1447, ACELA1463)
- describe some differences between imaginative informative and persuasive texts (ACELY1658)
- compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
- understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
- draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes
- compose and review written and visual texts for different purposes and audiences
- discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)
- make inferences about character motives, actions, qualities and characteristics when responding to texts
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 3.
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 3. 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 Communication ESL scales strand organiser. See ESL scales outcomes B1.5, B2.5, B3.5, 1.9, 2.9, 3.9.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-7B the sub-elements (and levels) of Understanding texts (UnT5–UnT6) and Creating texts (CrT4–CrT6) 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.