thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
- Engage personally with texts
- share responses to a range of texts and identify features which increase reader enjoyment
- respond to texts by identifying and discussing aspects of texts that relate to their own experience
- Develop and apply contextual knowledge
- discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)
- identify and analyse the different organisational patterns and features to engage their audience
- Understand and apply knowledge of language forms and features
- identify creative language features in imaginative, informative and persuasive texts that contribute to engagement
- identify and discuss how vocabulary establishes setting and atmosphere
- create literary texts that explore students' own experiences and imagining (ACELT1607)
- use visual representations, including those digitally produced, to represent ideas, experience and information for different purposes and audiences
- respond to a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts
- justify interpretations of a text, including responses to characters, information and ideas, eg 'The main character is selfish because …'
- make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602)
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 5, Reading and Responding level 5 and Oral Interaction level 6.
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 5 and 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 within the Communication ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1, 6.1; Reading and Responding: B1.1, B2.1, B3.1, 1.5, 2.5, 3.5, 4.5, 5.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN2-10C the sub-elements (and levels) of Listening (LiS6), Speaking (SpK5–SpK6), Understanding texts (UnT6–UnT8) and Creating texts (CrT7–CrT8) 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.