identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
- Develop and apply contextual knowledge
- discuss ways in which spoken language differs from written language and how spoken language varies according to different audiences, purposes and contexts
- make connections between Standard Australian English and different methods of communication, including home language, sign language and body language
- understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
- understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
- identify purposes for listening in a variety of formal and informal situations
- Understand and apply knowledge of language forms and features
- identify organisational patterns and language features of spoken texts appropriate to a range of purposes
- understand the use of vocabulary in discussing and presenting spoken texts in familiar and unfamiliar contexts
- plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- discuss how writers and composers of texts engage the interest of the reader or viewer
- listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
- plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
- use persuasive language to compose simple persuasive texts appropriate to a range of contexts
- enhance presentations by using some basic oral presentation strategies, eg using notes as prompts, volume and change in emphasis
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 6.
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 6. 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, 6.1, 6.2.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN2-6B the sub-elements (and levels) of Listening (LiS5–LiS6), Interacting (InT4–InT5), Speaking (SpK3–SpK5) and Understanding texts (UnT5–UnT7) 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.