composes texts using letters of consistent size and slope and uses digital technologies
- Develop and apply contextual knowledge
- understand 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
- develop clear and consistent writing using NSW Foundation Style as appropriate
- understand that the position and size of letters supports consistent handwriting
- understand how the formation of letters can be used to begin transition to cursive writing
- write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1663, ACELY1673)
- use appropriate strategies when writing, eg maintaining correct body position, holding/using writing tools or using assistive digital technologies
- construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1664, ACELY1674)
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 Language structures and features ESL scales strand organiser. See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1–3A the sub-element (and levels) of Handwriting and keyboarding (HWK5) 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.