thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
- Engage personally with texts
- engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses
- recognise the way that different texts create different personal responses
- respond to a wide range of texts through discussing, writing and representing
- Develop and apply contextual knowledge
- recognise and begin to understand how composers use creative features to engage their audience
- identify and compare the imaginative language used by composers
- Understand and apply knowledge of language forms and features
- identify that different texts have different organisational patterns and features for a variety of audiences
- identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition
- recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- predict and discuss ideas drawn from picture books and digital stories
- use creative and imaginative features in role-play and drama
- recognise similarities between texts from different cultural traditions, eg representations of dragons in traditional European and Asian texts
- recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories
- jointly adapt a well-known text for a different audience and purpose
- express a range of feelings in response to a text
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 3, Reading and Responding level 3 and Oral Interaction level 5.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 3 and 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 within the Communication ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1; Reading and Responding: B1.1, B2.1, B3.1, 1.5, 2.5, 3.5; Writing: 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 EN1-10C the sub-elements (and levels) of Listening (LiS5), Speaking (SpK3–SpK4), 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.